Second language learners continue to languish in California public schools in spite of six years of promises following passage of the controversial ballot initiative "English for the Children" (Proposition 227) to fix the education of English Language Learners (ELLs) through English-only instruction. In addition, with the development of new standards for teacher preparation programs following Senate Bill 2042, it is likely that the curriculum and instructional practices for heritage language students will become even more disconnected from the lived experiences of second language learners. This article discusses how the call for English-only instruction espoused by Proposition 227 and the one-size-fits-all, standards-based, mechanical instructional practice espoused by SB 2042 can have dramatic negative effects for second-language learners. As such, it is imperative for educators to adhere to the rules they need to conform to, but also be aware of what will truly be effective for second language learners. This article also suggests seven components that can help educators implement effective instructional practices for heritage language learners within mainstream settings. These components include: (1) parental support, (2) cross-aged and peer tutoring, (3) primary language cooperative learning groups, (4) computer and multimedia technology, (5) bilingual paraprofessionals, (6) integrated primary language activities, and (7) status of the language.