Although researchers have investigated teachers' perceptions of their preparedness to instruct English language learners (ELLs) and value student culture in the classroom, there has been a lack of studies at an elementary school level. The purpose of this qualitative case study was to examine the perceptions of elementary teachers about their use of student culture in the classroom and their preparedness to teach ELLs language arts, mathematics, and science in an effort to determine whether the need exists for training teachers. Guided by the social cultural learning theories of Vygotsky and Bandura as a conceptual framework, the research questions focused on teacher perceptions of their preparedness to teach ELLs, on their feelings of effectiveness, and on their perceptions of the district-provided Sheltered Instruction Observation Protocol and Respecting Ethnic and Cultural Heritage trainings. Qualitative data were gathered through in-depth interviews with 9 teachers and classroom observations. The data were coded through Interviews interpretative analysis, and the results revealed that participants felt they required more knowledge of ELL language development, culture in the classroom, and effective ELL teaching strategies. A professional development program was designed to support elementary teachers in incorporating strategies to increase their understanding of ELLs, their culture, and their language development. Implications for positive social change include improved lesson delivery for ELLs, integration of culture into the curriculum promoting equality for all cultures, and increased academic success for ELLs in the elementary classroom setting. [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.]