Bilingualism, commonplace throughout the world, is not well accepted or supported in many parts of the United States. Education policies and practices regarding bilingualism are often based on myths and attitudes rather than facts, despite scientific evidence on both the disadvantages and advantages of bilingualism. Based on a brief overview of this evidence, I assert that we should embrace more informed policies and practice. Researchers should also work toward new and more complex research approaches to delve more deeply into how the brain organizes and reorganizes with language learning. Despite the continuing need for more research, we know enough to put in place (and study) informed policies and practices that can benefit all children. Now is the time for evidence-based practice, evidence-based policies, and integrative research on bilingualism and education.