This study is a language policy ethnography of the families of four Latina fifth-grade students at a TWBE elementary school as they transition to middle school. Parents and their children jointly acted as policy agents as they navigated the school district's open enrollment system and, through their choices, co-created policy. Situated within multiple, nested layers of policy domains, or spaces where policies are negotiated (Kramsch & Whiteside, 2008), participants' power-laden, discursive practices were shaped by beliefs about language, identity, and academic achievement. The study demonstrates how factors such as race, ethnicity, nationality, language, immigration status, and economic realities -- in the present day and in the past -- shaped the process. The use of Community Cultural Wealth (Yosso, 2005) as an interpretive lens highlights how families leveraged their social networks, personal experiences, material considerations, and critiques of deficit discourses throughout the decision-making process. However, within a neoliberal school choice context, families' linguistic capital is coopted to further the interests of the dominant class as being bilingual in English and Spanish has now been deemed useful to economic advancement and social mobility. The paper concludes with suggestions for how district policymakers can embrace the critical consciousness praxis cycle as a necessary, complementary approach (Heiman et al., 2023) for the creation of culturally and linguistically sustaining programs for bilingual students and their families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]