This qualitative study focuses on teachers of dually-identified students (English Language Learners with learning disabilities). The study investigates teachers’ expectations and perceptions of dually-identified students and how these perceptions impact teachers’ instructional decisions and practices. Nineteen teachers from two Los Angeles area schools were interviewed as part of this study. There is a limited body of research that focuses on teachers of dually-identified students. However, there is a large body of research that supports the hypotheses that teacher perceptions and expectations impact the academic success of students. Beginning with Rosenthal and Jacobsen (1968) work on the Pygmalion Effect, there has been much research on how teachers’ expectations impact student achievement.

The research study consisted of interviews with 19 middle school and high school teachers. The synthesis of the data led to several significant findings. Most notably, that teachers hold similar academic expectations for dually-identified students as they do for all other students. Based on interviews, teachers perceived that holding dually-identified students to the same academic expectations as other students was holding students to “high standards”. The study findings suggest that school leaders must invest in providing teachers and school staff targeted professional development on the unique learning needs of dually-identified students. Other recommendations include prioritizing teacher collaboration time at school sites, so teachers may share best practices and learn from their colleagues.