This qualitative case study explored the agency of three veteran bilingual teachers who advocated for themselves and their students through the rise and fall of bilingual programming in their district. Acknowledging the complexity of bilingual teacher advocacy uncovered by previous scholars (Dubetz & de Jong, 2011; Menken & Garcia, 2010), this study sought to understand the interplay of the many contextual, personal, and professional variables influencing the teachers' advocacy efforts. Drawing on Freirean critical pedagogy (1970), this study engaged the focal teachers in a series of interviews and critical reflection sessions to problematize, dialogue, problem-solve and act on past and current tensions in their school environment. Findings revealed that the teachers experienced the most tensions when relating to administrators who held divergent racial and linguistic ideologies from the teachers. In response to these tensions, the teachers engaged in various strategies to protect themselves and their students, to speak up against injustices, and to build community with other like-minded teachers and organizations. The use of discourse analytic methods to examine the teachers' engagement in critical praxis uncovered the relational work that was accomplished during the critical reflection sessions. Through dialogue, the teachers co-created shared stances towards situations and individuals, solidified their shared values, and rehearsed potential approaches to navigating tensions with coaches and principals. The teachers' engagement in critical praxis facilitated their healing of past traumas, solidified the teachers as a unified group, and expanded the teachers' critical consciousness. This study offers practical and scholarly implications to support bilingual teacher advocates as they navigate daily tensions that they face in their school environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]