An important component of the teacher knowledge base is how aware a teacher is of language, including how it is acquired and best taught. Equally important are teacher beliefs about language or language ideologies. Because this combination of beliefs and awareness guides most pedagogical decisions, our study used explanatory sequential mixed methods to explore prevalent language ideological orientations of public-school educators working in dual language bilingual education (DLBE) programs in Utah, the degree of educators' Teacher Language Awareness (TLA) in the Teacher Domain, and the relationship between the two. Findings revealed that participants with high degrees of TLA in the Teacher Domain oriented significantly more positively towards additive language ideologies, such as languages other than English are endowments. Furthermore, educators with low degrees of TLA in the Teacher Domain were significantly more likely to orient toward deficit ideologies, such as academic language being a marker of intelligence. Data from two teacher cases representing high and low degrees of TLA are presented to provide a more in-depth view of the relationship between teachers' TLA and ideologies in practice. This study extends an understanding of the relationship between language awareness and ideologies. Implications for teacher preparation and in-service teacher professional development are discussed.