This article investigates teachers' attitudes toward English Language Learners (ELLs) at three middle schools in Texas, New York, and Pennsylvania. These schools have been critically impacted by the presence of ELLs, whether due to large numbers, or to smaller, concentrated populations in schools that traditionally have not served ELLs. This investigation highlights the commonly held belief that mathematics should be easy for ELLs because it is a "universal language." Confounding this issue are reforms that have shifted school mathematics to a more hands-on, interactive, and language-based discipline. Survey results suggest that many teachers expect math to be easy for ELLs and that motivation is seen as critical to student success. Appropriate training and a better understanding of ELL issues were identified as key implications. (Contains 3 tables, 1 figure, and 6 footnotes.)