Educators in the United States have worked for decades to create school environments where exciting learning takes place, with students deeply engaged as they expand their ways to explore new knowledge. Although some schools provide cutting-edge opportunities for middle-class students, the challenges continue for underserved students who start school hopeful but leave disappointed. African American and Latino students are the largest underserved groups in U.S. schools. But a data-driven movement no one could have predicted a few decades ago shows promise: Bilingualism is becoming popular after a century of English monolingualism encouraged throughout the U.S. in the 1900s and fueled by the English-only movement of the 1980s and 1990s. The world is changing increasingly as the internet connects everyone and global markets expand in creativity and innovations. Families who are native English speakers are viewing this expansion of opportunities for their children and demanding earlier development of languages other than English in school. At the state level, governors and state boards of education have begun to see the importance of state-sponsored initiatives in dual language schooling for the long-term benefits to their state economies. Dual language schooling for both native English speakers and English learners has grown in popularity as more state governments, school districts, school leaders, and families have become aware of the benefits for everyone involved. This brief examines dual language programs for Latino English learners, Latinos proficient in English, African American students, and students with special needs. It concludes by discussing classroom and administrative innovations associated with dual language programs and two powerful outcomes of dual language classes, namely: (1) higher cognitive development as measured by school tests; and (2) higher engagement with learning.