There is a growing interest in the quandary of literacy and proficiency amongst K-12 students in the United States. Similarly, because of uncharted research about biliteracy amongst African-American students in urban schools and benefits of Spanish fluency, communicative gaps are increased and fluency is breached. If advantages are properly considered, students will realize that learning a second language yields preparation for global socioeconomic access, breaks down barriers of communication, and affords ever-increasing potential in a world of ever-changing expectations. This is true for all students, particularly African-American students, especially when very little is known about cultivating biliteracy, the context that supports literacy, or pedagogical practices that yield desirable results in World Language Programs. The context of this study is an urban high school affording access with cultivating biliteracy for Africa-Americans. Teachers, students, and administrators lend insight into how biliteracy is supported. The focus of this study examines barriers that African-American students face when pursuing a second language. By studying the barriers that students and leaders of this institution have encountered when aspiring to be biliterate/bilingual, this research may better prepare students for acquisition and communication beyond the school setting. The student body at Versatile Innovative Education Accelerated (V.I.E.A.C.H.S.) is over 95.41% African-American. The first language of the majority is African-American English. School teachers, former students, current students, and current administrators were asked a series of questions to ascertain the specific learning sequences that lead to biliteracy. In this study, responses to these questions are thought to reveal insight and foresight into the literacy needs of African-American students and articulate the implications of this work for World Language Teachers. The methodology for this study was a mix-method design. There were quantitative and qualitative data collected and analyzed. Surveys were sent to 20 participants within this charter district. From the surveys returned, purposeful sampling was used to select 11 participants for one-on-one interviews. [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.]