Levels 1 (participants' reaction), 2 (participants' learning), and 4 (participant's use of knowledge and skill) of Guskey and Sparks' (2000) model of the relationship between professional development and improvements in student learning are used to analyze the influence of workshop on ELL teachers' classroom practice. The professional development on academic language for ELL teachers should include knowledge of language, language acquisition, and pedagogical knowledge. ELL teachers should include form, function, and fluency on academic language instruction and become models of using academic language in the classroom.