This paper presents findings from research conducted in a rural area of England that has experienced a rise in the number of pupils who speak a language other than English as their first language. The research was motivated by a concern that EAL teacher training provisions in such areas are insubstantial. The data source for the study comes from 23 interviews with a variety of people involved, in different respects, with EAL teacher training and teaching. In the light of their experiences and views, this paper identifies some of the key challenges faced by primary school teaching and support staff, and specifies what they want in the way of EAL professional development and support. Finally, it discusses what can be done to improve upon what we are offering new to English pupils in these areas.