To address the needs of culturally and linguistically diverse student population in our U.S. schools, teacher preparation programs need to prepare bilingual pre-service teachers to view and implement languages in supportive ways. This study demonstrates how a cohort of 16 bilingual pre-service teachers are beginning to think about language(s) and the impact it has on their practice within their internship experience. Findings reveal that when supportive practices and policies are implemented in the classroom, pre-service teachers adopt similar practices. However, when there are negative language policies and practices, they become practicing language arbiters who make decisions that challenge normative practices.