This study examined the attitudes of high school social studies teachers toward the training they received to teach English language learners (ELLs) in their social studies classrooms. This issue is important because the number of ELLs in American schools increases each year and high school social studies classes are the one place for ELLs to learn important citizenship skills. A mixed-model methodology was employed by surveying all 344 social studies teachers in the school district. One hundred and twenty three surveys were returned to the researcher. Additionally, eight teachers were interviewed to elucidate their attitudes toward mandatory college coursework or district-provided, in-service training for teaching ELLs. Comments from participants indicated deficiencies in the training provided for teachers, both at the university level and from the school district. Furthermore, the teachers with the highest number of ELLs in their classrooms reported the least amount of support from ESOL personnel at their respective schools. The possible results of these attitudes and the efficacy of current policies are discussed.
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