We present case studies of elementary school leaders in an Arizona district with a large enrollment of Latinx Spanish-speaking students who qualify for English language development services. The Culturally and Linguistically Diverse Leadership dimensions are used as a lens to examine how school leaders navigate Arizona’s restrictive language policies to support dual language learners’ (DLLs’) academic achievement and integration. Our analysis revealed the school leaders exhibited equity and excellence for DLLs in their leadership practices, working in opposition to the restrictive policy context through educator collaboration and curriculum design, valuing bilingualism, and integrating DLLs’ culture and language into the school community.
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