Only when children who are linguistically and culturally different are truly valued, will educational reform measures work. Teachers who affirm immigrant students cultures, linguistic assets and lived experiences and who are open to learning about different ways of knowing can be the most successful with immigrant students. Qualitative inquiry methods were used to guide the questions in this study: 1) What are the essential skills and attitudes of teachers who are highly effective in working with immigrant students?, 2) How do these teachers view immigrant students?, 3) In what ways...