This dissertation explores dual language education within the contexts of public education in the United States. The study focuses on effective leadership considerations for principals of strand dual-language programs. In order to gain a complete understanding of current dual language practices and leadership, it will be vital to understand the historical perspective for civil rights and emergent bilingual education and how those events have led to various program models for emergent bilingual education. This dissertation reviews the historical context for emergent bilingual education and focuses on dual language education as a solution for meaningful emergent bilingual education that maintains both native and second language instruction. Following this discussion, the proposal explores leadership styles and considerations that building principals must consider when implementing dual language education in an additive program model. This dissertation is grounded in a single-site case study. Following the problem identification and review of literature, the study methodology is outlined and presented. Findings and recommendations are presented in subsequent chapters. It is important to note that this study has recommendations for building-level administrators as well as school district administrators. Recommendations are based on a new theoretical framework, Critical Bilingual Leadership for Learning, which is a combination of Leadership for Learning and Critical Bilingual Leadership. [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.]