Although judicious grammar teaching in college ESOL instruction is generally accepted, little is known about the grammar teaching practices of teachers of school-age English language learners (ELLs), who are learning academic content as well as a new language. In this study, 86 primary and secondary teachers of ELLs in a U.S. metropolitan area were surveyed about teaching grammar; nine also participated in a focus group. Most integrate grammar teaching into literacy instruction and use a wide range of approaches, including, but not limited to, explicit teaching of rules or patterns. However, their teaching is complicated by varied student literacy levels, the demands of high-stakes testing, time constraints, limited connection with higher levels of discourse, and inconsistent administrator support and curricular integration. Results suggest the need for teacher--peer collaboration and common frameworks as teachers and students connect forms and meaning across content discourses and, in teacher education, equipping teachers with a dynamic and socially situated pedagogical grammar that moves beyond "error correction" to provide "a linguistic resource for making meaning" (Myhill, 2005, p. 84).