California's K-12 student population is one of the most linguistically diverse in the nation, with nearly 40% of students who speak a language other than English. Despite federal and landmark K-12 policies supporting inclusion for multilingual learners (MLs), as revealed by the literature, MLs are often viewed through a white normative middle-class lens resulting in subtractive practices as displayed in academic achievement and high school graduation disparities. The purpose of this single district qualitative case study was to identify how MLs' cultural wealth has been leveraged and incorporated into secondary support systems. Using Yosso's asset-based community cultural wealth framework, the case study sought to amplify the voices of educators and parents at San Juan Unified School District, an urban district in northern California. Data collection included 12 semistructured one-to-one interviews with educators in various leadership and support roles, a focus group with five Spanish speaking parents, and an analysis of public facing documents. The triangulation of the data revealed three main themes: (a) Challenging the System Beyond Advocacy, (b) Affirming Cultural Identity, and (c) Systems of Support. These themes add to the limited research on asset-based practices by providing a counternarrative to the deficit lens through which MLs are often viewed. Based on the study's findings, recommendations for policy, practice, and future research are offered for stakeholders seeking to disrupt oppressive systems and instead celebrate the linguistic diversity that enriches our education system. [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.]