This multi-sited ethnographic study, conducted in two Mandarin-English dual language schools in two states in the U.S., investigates how students from diverse social, cultural, and linguistic backgrounds perceive and navigate bi/multilingualism through dual language education. Drawing on the scalar analysis of video-recorded student interviews, this study documented diverse students' complicated navigation of heterogeneous linguistic resources across scales beyond the 'two' in dual language education. It rejects the essentialization and labelling of dual language learners and their learning into homogenous groups based on their linguistic and ethnic backgrounds. Findings reveal that bi/multilingualism is perceived by students as scaled resources to navigate multiple scales of language use. Dual language education is taken up agentively as a scaling practice to gain legitimacy in the English-dominant U.S. society versus in the neoliberal multilingual globalised world. Different patterns of students' perceptions toward bi/multilingualism and their self-identifications are prevalent between students with different social and linguistic backgrounds, which calls for responsive dual language policies and pedagogies to address the diverse repertoires and learning needs of dual language students and families.