English language learners (ELLs) are being taught social studies by teachers who have received limited resources and training to teach this subject to ELLs in the general education classroom. The purpose of this study was to explore teacher perceptions regarding teaching social studies to ELLs before and after the implementation of a professional learning community (PLC) based on Piaget’s constructivist learning theory and the sheltered instruction observation protocol (SIOP) model. The research questions examined if a difference in elementary school teacher perceptions in teaching ELLs occurred after the implementation of constructivist strategies. This evaluative case study using a mixed methods approach with a sequential design sought to examine the perceptions that influence the way elementary teachers teach social studies content to ELLs. Twelve teachers were taught constructivist strategies in a PLC. The data were collected over 8 weeks and incorporated pre- and post surveys, pre- and post individual interviews, and focus group data. A 2-parameter dependent t test and Mann-Whitney analysis from pre- and post surveys before and after the implementation of constructivist strategies were used. No statistical difference was noted between teacher responses from the pre- and post survey results. Survey, interview and focus group data were triangulated. Findings revealed positive teacher perceptions due to the implementation of a PLC. The study recommends schools consider implementing PLCs for teacher learning. The results can impact social change by providing teachers with an avenue to learn how to reach ELLs and other at risk learners, thus become more confident teachers.