The student population in United States early childhood education programs is becoming more diverse every year. As schools and communities become more diverse, it becomes increasingly important for teachers to be well prepared for teaching and learning in cross-racial, cross-ethnic, and cross-cultural situations. Based on the premise that teachers hold their own beliefs, values, knowledge, assumptions, and attitudes about diversity from their own life experiences, this study is an effort to understand an experienced teacher's--Tiffany's--practical knowledge about cultural and linguistic diversity. As a collaborative work with "Tiffany," this study tries to connect to her personal and professional lives, classrooms, and teacher education programs. In particular, this study examines ways to work effectively with culturally and linguistically diverse children. The research questions are posed in light of this purpose: (1) What practices and discourses does an experienced teacher enact regarding English as a second language (ESL) education?; and (2) What suggestions and strategies does an experienced teacher have to support English language learners (ELLs)?