Evidence suggests that dual language (DL) programs have the potential to foster both significant academic achievement and increased cultural awareness in the students they serve. As such, DL programs offer both language majority and language minority learners the opportunity to reach advanced levels of academic achievement. Nonetheless, the pluralistic goals of the model are not always supported by federal and state educational policies. Given the key role played by teachers along with this conflicted environment, a study focusing on teacher agency at a successful DL school adds to our collective knowledge about how to maintain and support advanced language programs. (Contains 1 table and 4 figures.)