With a growing population of English Language Learners in the United States, it has become increasingly more necessary to understand how teachers can accommodate these students in a classroom of predominantly native English-speakers. This thesis focuses on how teachers can bridge this language gap and implement a constructive approach to English learning by appealing to emotions, receiving proper training, and using programs and technologies that address the needs of the ELL (English Language Learner). An ELL teacher interview and student surveys were conducted at a middle school northeast of Boston, MA in order to learn more about the factors that might impact ELLs in schools. From this research, it was determined that parent participation, use of the ELL’s native language in ELL classes, as well as the student’s proficiency in their native language are all crucial factors in progressing students further in their English language acquisition. Further suggestions were made by the researcher, such as providing ELL specific classes for each school subject to improve individual subject vocabulary, as well as asserting the need to extend this research to a broader range of schools to assure the accuracy of these suggestions.