Educating students from linguistically diverse backgrounds has historically been the domain of the ESL teacher. However, new migration patterns and changing student demographics force the mainstream teacher into a new role: the language and content teacher. In order to embrace this new role, educators must implement instructional strategies effective for ELLs as they continue teach the content of their grade level. The researchers identified this change as an opportunity to collaborate in providing professional development for principals and elementary teachers of English language learners (ELLs) and to evaluate the effectiveness of this professional development in developing instructional leaders within this new context of diverse demographics.