The purpose of this study was to explore one Indiana elementary teacher's perceptions of her Latino immigrant students as they become English-language proficient by providing an in-depth analysis of a 4th and 5th grade teacher at a local school. Findings are based on interviews with the focus teacher and with the personnel she works with such as the school principal and the Title I lead teacher (Intervention Program lead teacher); classroom observations--the focus teacher's and the ESL tutors'; online documents; field notes, and researcher's journal. Through an interpretive (hermeneutic) phenomenology methodological framework complemented by a culturally responsive pedagogy framework analysis a deeper understanding of how an elementary teacher teaches Latino immigrant students and the personal and professional experiences that help her prepare for teaching and working with a population of students who differ in language, culture, and customs is presented. Findings from this study have also provided a proposed culturally and linguistically responsive profile of a teacher of diverse students. Such a profile takes into account that a teacher of diverse students--Latino immigrant students in this case--not only must possess content knowledge, students' knowledge, and cultural knowledge but he/she also should strive to cultivate a set of qualities developed through self-analysis and reflection . [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]