The purpose of this qualitative inquiry was to explore the implementation of the third pillar of dual language education (DLE), sociocultural competence. Teachers' perceptions of the structures both supporting and challenging implementation of the pillar were examined. An Elementary (K-5) two-way immersion DLE Program in the lower Hudson Valley served as the setting for this research. Sociocultural competence includes appreciation for diverse cultures, identity development, and proficiency across cultures (Howard et al., 2018). Document analysis provided insight into the federal, state, and local laws and guidelines guiding DLE. Artifact analysis allowed for understanding of the signs, symbols, and relics observable in a DLE classroom. Interviews were used to explore teachers' perceptions of the strategies that support the implementation of the sociocultural competence pillar and the challenges they face. Classroom observations were used to examine student interactions and instructional practices. Institutional theory served as the guiding framework for this study. The three vital pillars that make up institutions, regulative, normative, and cultural cognitive systems represented the structures that support DLE implementation and specifically the sociocultural competence goal. Findings stemming from this study can guide and inform future decisions by school and district leaders in regard to implementation of the DLE sociocultural competence goal. [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.]