Decades of research, reports, and political mobilization on rights to quality education for linguistically diverse students attest to our rumination on this problem and suggest that what has been studied, peer-reviewed, and published ought to result in real change. Nonetheless, challenges remain in converging robust strategies with critical consciousness in classrooms with bi/multilingual students. Drawing from two articles in this issue documenting efforts to support and grow language pedagogies by also attending to educators' hearts and minds, this article asks: How can in-service teachers of bi/multilingual students be positioned for success through more integrated approaches? To understand the critical role of educators, this article summons elements of Positioning Theory to understand how teachers can be located in this work to, in turn, position their students in more humanizing and pedagogically respectful ways for developing language.