Purpose: The purpose of this paper is to explore the storied lives of teacher leaders involved in the implementation of a dual language education program for elementary English learners with an emphasis on the role of reflexive methodology in bringing emergent themes to light. Design/methodology/approach: The theory of qualitative bricolage informed the design of the study. Narrative inquiry with a heuristic lens allowed the researcher to explore the storied lives of teachers during an innovative change initiative. Findings: Intergroup communication breakdowns between two diverse groups of teachers, European American and Latino, emerged as a relevant theme. The adaptive methodological approach was critical to the emergence of this theme, indicating that teacher leadership can and should be studied by teachers who know and empathize with the participants and their experiences. Research limitations/implications: Teachers' stories demonstrate that cross-cultural communication was challenging and ultimately, detrimental to the program's development. These themes point to the need for further research regarding how diverse groups of school leaders interact on decision-making teams and how adaptive research techniques can assist in examining intergroup behavior. Originality/value: Findings are presented via a polyphonic account that includes multiple teachers' voices, concluding with found poetry that illustrates the challenge of communicating across the cultural divide.