This article contributes to the limited research on teacher agency in early bilingual development and education. Through classroom observations and interviews, we examined the differential degrees of agency of two preschool teachers in Malta as they mediated languages in their bilingual classrooms. The teachers' background and language beliefs, the sociolinguistic context (national and local), as well as the school language policies influenced their classroom agentive roles. A call is made for adaptive pedagogies and flexible bilingual strategies which meet the language and affective needs of preschool children in a more equitable manner.