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Abstract
This study examines the attitudes and understanding of special and general education teachers in Georgia toward English Language Learners (ELLs) and the factors influencing these. Survey data from 1,022 teachers were analyzed. An independent samples T-test found no significant differences in attitudes or understanding of ELL instruction between special and general education teachers. Additionally, sociodemographic factors did not predict attitudes or understanding of ELLs. However, years of teaching experience showed a significant negative impact on attitudes, with more experienced teachers displaying less positive attitudes toward ELLs. Middle school teachers were found to have lower understanding of ELL instruction compared to elementary and high school teachers, indicating a need for more tailored professional development. These findings suggest that future research should focus on enhancing professional development to support experienced and middle school educators in fostering more positive attitudes and understanding of ELLs.