The rising influx of new immigrant learners entering into the U.S. educational system is challenging the status quo. In Texas, the increased influx is concentrated on Latinos entering into the schools. The principal is a guiding force of student achievement second to teachers. The researcher sought to understand leadership in dual language schools. This study examines the perceptions of 11 dual language principals of elementary schools in a large suburban school district in North Texas. The researcher investigated the following research questions: (1) What are the perceptions of a dual language principal of the leadership traits needed to lead a school? and (2) What are the perceptions of a dual language principal of the instructional leadership traits needed to lead a school? and (3) What are the perceptions of the difference of leading a dual language campus versus leading a non-dual language campus? Data was collected from 11 principal interviews. Nodes that emerged from principal interviews from the three research questions were prior experience, communication, diversity, unity, professional learning, standards/expectations, fidelity to program, leadership traits, educators, and partnerships. There were two themes that emerged from this study, which were equity and cultural sensitivity. [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.]