There is a growing recognition of the need for Americans who are proficient in languages other than English; however, there is a great disconnect between these needs, state English-only education policies, and current federal education policy as realized through the No Child Left Behind Act (NLCB) of 2001. These policies are moving the country in the opposite direction in terms of the needs for heritage language programs which can address students' and the country's linguistic needs. Drawing on eight years of research, this article presents the cases of a variety of in-school and after school Heritage language programs serving Khmer (Cambodian), Spanish, and Native American heritage language learners from California, Arizona, and Texas which have been eliminated or substantially weakened due to current federal and state language and education policies. The article concludes with a discussion of the implications for needed changes to policy which will encourage, rather than discourage, quality heritage language programs. (Contains 4 notes.)