The purpose of the study was to examine the systems of support that principals establish at their school sites to support teachers with the academic achievement of the English learner population. Two schools from a single district were selected. Specific strategies, structures, and processes that support teachers and principals of English learners were explored. Based on the finding in this qualitative case study, major themes that emerged included (1) the implementation of a culture of high expectations and trust, (2) principals holding teachers and themselves accountable by supporting teachers with lesson development and monitoring daily instruction during a structured English Language Development (ELD) time as well as in other content areas, (3) principals providing various collaboration structures to support data analysis, targeted planning and instruction, and (4) principals supporting teachers with practicing the strategies learned in professional development sessions. In conclusion, the author proposes recommendations a principal must have in place to support teachers of English language learners.