The purpose of this study was to investigate the perceived needs of content area elementary level teachers who are instructing students with limited English proficiency in their classes. Teachers at an elementary school in Northeast Tennessee completed a survey, personal interview, and were observed in one class while they instructed a class containing at least one student learning English (El). Data was triangulated and coded to identify common themes around the question, “What are the perceived needs of classroom teachers who have students with limited English proficiency?”