Many bi/multilingual students who speak low-incidence languages or at the secondary level have no access to bilingual education. This cross-case analysis draws from language ideologies, policymaking, and critical multilingual language awareness to understand how "non-bilingual" teachers can create multilingual classroom spaces. Findings from the five teachers (PreK-middle school) illustrate that language ideologies are instrumental in shaping classroom practices. The teachers showed emerging critical multilingual language awareness and began to view translanguaging as a mediator to critical thinking. As their ideologies shifted, so did their classroom practices. They created multilingual spaces through incorporating multilingual/multicultural texts, initiating family engagement, and positioning bi/multilingual students as language experts. This study illustrates innovative and equitable approaches to bilingual education for all students.