This phenomenological study explored meanings in the teaching experiences of early childhood teachers of English language learners and implications for culturally responsive teaching and student learning. Cultural psychology, Furnham's folk theory, and Bennett's intercultural sensitivity theory provided the theoretical basis for this study. Selections included purposive, criterion sampling of 4 certified kindergarten and 4 first grade teachers with minimum 5 years experience who teach English language learners. Data were collected by indepth semi-structured face-to-face interviews and analyzed using Moustakas's modification of the van Kaam method of analysis. Research questions included (a) What are the essential meaning and structure of the teacher-English language learner relationship; (b) What are teachers' attitudes about diversity; (c) How does teacher instructional practice within the classroom social context reflect teacher cultural attitude; (d) How does life history reflect educational perspectives on cultural diversity results; and (e) How does preservice education or lack of preservice education on intercultural diversity contribute to educational cultural attitude? The teachers who participated in this research perceived English language program teachers provided insufficient curriculum assistance to children's learning. The findings also indicated that teachers' lived teaching experiences emanate from cultural attitudes, life experiences, and professional preparation. It is recommended to provide preservice education that includes multicultural classroom field experiences and to increase European American ethnic identity awareness to promote intercultural sensitivity. Promoting a deeper understanding of the genesis and evolution of teacher cultural attitudes and enhancing teacher professional development will aid student learning and lead to positive social change.