This article explores contextual factors that influenced teacher leadership behavior during the evolution of a dual language education program for elementary English-language learners. Teachers' narratives provide evidence of the relative strength of school leadership streams, that is, relationships, moral purpose, and commitment to action. However, emergent themes reveal that the primary obstacle to progress was intercultural communication. Diverse teachers struggled to work collaboratively on committees, which ultimately affected group decision-making and the progress of the program. Although teacher preparation programs and schools are focusing on culturally responsive pedagogy, the data indicate that cultural competence among colleagues warrants attention as well.