Reclassification is a crucial educational student outcome when a school system determines that a student is English proficient and ready for mainstream instruction without language support services (Umansky et al., 2020). This study examined the relationship between crucial and complex language ideologies of dual language teachers and the reclassification of emergent bilingual students. Language ideologies were the theoretical framework for the study through which the voices of dual language teachers were captured. The analysis of data sources, including teacher interviews, classroom observations and evidence of biliteracy development, helped to understand and reveal how dual language teachers navigate the dynamics of reclassification and possible influences on reclassification. Five key themes emerged: (a) personal experiences and linguistic trauma on the border, (b) transformational ideologies and pedagogies, (c) tensions and contradictions caused by the goals of dual language programs and reclassification, (d) inconsistencies and lack of training in district reclassification policies, and (e) traumatic healing. The data demonstrated that all participants adhered to state, district, and campus requirements. However, they expressed a need for support, guidance, and a better understanding of the reclassification process. While they acknowledge the importance of emergent bilingual students demonstrating English language proficiency, their voices, thoughts, and feelings emerged regarding teaching and evaluating emergent bilingual students for English language proficiency in DLBE during the reclassification process. [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.]