As the number of English Language Learners in the U.S. continues to grow, all teachers, even high school math teachers, need to be prepared to scaffold both content and language for these students. However, current research shows that many teachers have not received professional development on these topics, even though theories such as the SIOP model and disciplinary literacy are available and shown to improve student achievement. This study will combine these theories with the principles of effective professional development and adult learning theory to investigate the needs of math teachers at a given school as well as the way teachers envision these needs being met through professional development. Findings showed that these teachers were unfamiliar with many of the ELL strategies presented and had widespread professional development needs. Teachers were also highly motivated and excited to learn through a plan that was tailored to their needs and offered choice in both topic and format. This study offers a snapshot of the potential of needs-based professional development for math teachers with English Language Learners.