In this article, the author explores the possible future for bilingual teachers and teacher educators in the United States in light of the recently enacted No Child Left Behind legislation. She first examines the impact of the law on bilingual education generally and compare it to language policy in the European Union. Then she discusses its impact on bilingual teachers and teacher educators specifically. She also talks about monolingualism in the U.S. vs. plurilingualism in Europe. Among other things, she examines the case at the University of San Francisco, in order to illustrate the impact.