This article presents the results of a qualitative research study conducted in one Texas urban middle school. One of the purposes of the study was to investigate the instructional methods used by regular classroom teachers to address the unique needs of ESL students recently main-streamed into these teachers' regular content classes. In this study, the author concluded that the Interactive teachers seemed to be the most culturally responsive and more cognizant of the instructional and learning needs of the ESL students. It was the novice teachers who struggled most to meet the individual learning needs of their ESL students. (Contains 1 note.)