This critical literature review employs a novel combination of theoretical perspectives to examine the ways teachers navigate restrictive language policy. Specifically, we examine the documented effects of California's Proposition 227 on pre-service and in-service teachers' language ideologies and classroom practices. In our investigation, we explored the link between restrictive language policy and language ideologies by addressing an overarching question: How are language ideologies related to restrictive language policy? We also sought to answer the questions: How did teachers' language ideologies impact the implementation of Proposition 227? And, how did Proposition 227 affect teachers' language ideologies and practices? We discuss our findings and how pre-service and in-service teachers, as street-level bureaucrats, possess agency to resist harmful language policies in restrictive language environments. Finally, we conclude with implications for teacher education, highlighting the role teacher educators play in helping to foster educational equity.