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Four high schools with high ELL enrollment and a high percentage of teachers taking graduate-level ESL courses participated in this quantitative study. The content-area teachers completed a Survey of Teachers ’ Knowledge and Value of Implementation of Content and Language Objectives. The survey included two sections: (a) a demographics section and (b) a support section in which respondents self-rated their knowledge and value on content and language objectives. Descriptive statistics were used to generate the mean, standard deviation, and frequency distribution of the demographics of the samples, which were independent variables of this study. Inferential statistics on the research hypotheses were calculated using multiple correlation/regression and one-way ANOVA. Results from the support section indicated respondents perceived their knowledge and value on content and language objectives were not lacking. However, results also revealed that teachers rated themselves lower on knowledge and value on implementing language objectives than they did on knowledge and value on implementing conten