Researchers have identified best instructional strategies for diverse learners; however, some rural school districts lack funding and resources to train mainstream teachers in language learning and cultural responsiveness. Given the rapid increase of limited English proficient (LEP) students in rural areas, the purpose of this inquiry was to discover how much diversity training rural mainstream teachers receive and how they manage ELLs in their classrooms. The conceptual framework included demographic change, language learning pedagogy, cultural diversity pedagogy, and teacher knowledge. The overarching research question focused on exploring the perceptions of rural mainstream teachers about teaching English language learners (ELLS) in content classrooms. Data for this qualitative case study were collected by 3 strategies: interviews with 10 mainstream classroom teachers, observation field notes, and district or school documentation. Typological analysis was used to analyze data based on predetermined categories created from the research objectives and conceptual framework. The findings showed that teachers in mainstream classrooms who teach ELLs perceive these students as highly capable learners and make efforts to find tools and strategies to effectively address ELL needs. A recommendation is that rural school districts make conscious efforts to provide routine ESL training to mainstream teachers to more expertly instruct ELLs in a culturally responsive manner. These findings can affect social change in rural school settings by improving ELL instruction, enhancing teacher knowledge about culturally responsive pedagogy through professional development, and increasing resources specific to the support of ELL instruction in the mainstream classroom. [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.]