Using an exploratory case study approach, the language use of five bilingual special education teachers of English Language Learners (ELLs) with disabilities was examined. Audio tapes, classroom observations, and teacher interviews yielded data on the language used by the bilingual teachers. Data revealed information on the frequency of the use of English and Spanish, patterns of language use for each language, and differences in the way English and Spanish were used in the classroom. Implications for teacher preparation programs are discussed. (Contains 1 table.)