This research examines the discourses that impact the teachers of ELL teachers within their instructional practices, their school environment, and a wider educational system. Interviews, observations, and focus groups of twelve teachers at two elementary schools in the Pacific Northwest provide the data for this grounded theory approach that uncovers eleven themes using the tools of situational analysis and discourse analysis. The discourses of congruency, collaboration, trust and awareness are a few that emerged from this study. Although presented as separate, the nature of discourse is that they are interconnected and dependent on each other, highlighting the complexity of teachersʼ worlds. The impact of these discourses impacted both teacher agency and school collaboration for teachers, administrators, and teacher educators.