This case examines one district's attempts to enhance and rework its approach to dual language bilingual education (DLBE). Upon her hire at "Triton Public Schools," the new coordinator for language services noticed that Spanish-speaking students designated as English Learners (ELs) had inequitable access to the district's only DLBE school, and that other programs designed for them did not result in as high academic achievement as DLBE. Conversations by district leadership to make significant changes in their approach to DLBE resulted in public outcry and confusion from educators, as well as Spanish- and English-speaking parents. Our discussion centers on how to employ courageous and social justice-minded leadership to enhance equity, access, and high academic achievement for marginalized student populations in bilingual education.