Integrating emergent bilingual students into K-12 mainstream classrooms where linguistic support is not provided has the potential to lead to their academic underperformance. This is because the content is delivered in English, which may not be understandable to immigrant students with limited English proficiency, possibly leading to psychological pressures (Dovchin, 2021), academic discouragement, and ultimately withdrawal from education (NYSED, 2015; Zong & Batalova, 2015). This study aimed to provide linguistic and academic support for immigrant students who may also suffer psychologically due to their limited English proficiency in K-12 bilingual classrooms. Therefore, this study explored the perspectives of K-12 educators teaching at bilingual schools in the U.S. regarding the use of the translanguaging method. This social justice pedagogy provides emotional and linguistic support for immigrant bilingual students (Kleyn & Garcia, 2019). The results obtained from the survey questionnaire and semi-structured interviews demonstrated the positive attitudes of the K-12 bilingual teachers toward bilingual education and translanguaging. Although they exhibited optimism, they believed that the use of L1 should be controlled to allow emergent bilingual students to develop their L2 knowledge. Furthermore, they reported their lack of proficiency regarding the application of translanguaging in bilingual classrooms, which needs to be considered by bilingual schools. [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.]