The number of English learners (ELs) in our schools continues to increase, and at the same time, the academic achievement of ELs consistently lags behind the achievement of native-English-speaking peers. These second language learners bring with them a set of special needs for teaching and learning, especially for mainstream content area teachers, who often have little or no specialized training for meeting these needs. The push for mainstream teachers to teach all students high-level content, including all levels of ELs, creates a challenging instructional environment, especially for novice teachers. Instructional coaches are on the rise in core subject areas like mathematics and literacy, but we know little about the nature of EL-focused instructional coaching, particularly for novice teachers. This article addresses this important gap in the literature by examining the relationship between an EL facilitator and novice teacher as a support for teacher learning. This analysis focuses on the following research questions: (1) How does the novice teacher learn to meet the instructional needs of ELs?; and (2) How does a novice teacher and EL facilitator relationship serve as a support for teacher learning? This article describes and analyzes the professional learning of a novice teacher by focusing on her social participation with an EL facilitator within one high school. The author argues that this relationship was a support for the novice teacher, and that the interactions between these individuals contributed to the professional learning of this high school teacher and, ultimately, to the capacity of this teacher to meet the instructional needs of ELs in her mainstream classroom.