This brief provides guidance to policymakers and practitioners on the challenges and opportunities of the "dual language immersion" (DLI) model and presents research conducted with teachers and administrators both before and during their first years of implementing new DLI programs in several Indiana school districts. The brief also offers recommendations for growing and sustaining such programs by examining the perspectives of the stakeholders in the early stages of implementation. The following research questions guide this inquiry: (1) How do educators involved with new DLI programs perceive this instructional model and its potential benefits and/or challenges?; (2) As educators plan and implement new DLI programs, how do they perceive their own preparedness for this work?; and (3) What challenges and/or opportunities do educators perceive as they implement DLI programs? How do these differ among educators based on contextual factors (e.g., program model, experience, school/community demographics)? To allow for an in-depth examination of the perspectives of these educators, researchers used a qualitative case study design, collecting data through stakeholder interviews, focus groups, and publicly available documents. Based on analysis of data in response to the research questions, findings are highlighted in four areas: (1) benefits of immersion programs; (2) recruitment and staffing challenges; (3) importance and challenge of acquiring DLI curricular resources; and (4) program sustainability, expansion, and accountability.