An increase in the enrollment of elementary school students who do not speak English as their first language has led to initiatives to provide effective instruction for these students which require effective leadership. The problem is that leadership practices have been unsuccessful in supporting dual language elementary school teachers, and minimal research has explored teachers' perspectives of leadership in this area. The purpose of this basic qualitative study was to explore perspectives of rural public school teachers regarding leadership practices they found effective and ineffective in creation of a new dual language elementary school. Eleven participants answered 10 semistructured interview questions involving this topic. Fullan's theory of educational change was the conceptual framework, and data were analyzed using thematic analysis. Results were that lack of communication and collaboration among administrators can lead to challenges for teachers, and insufficient professional development can negatively affect implementation of a dual language initiative. Effective programs and support from leaders can help teachers adapt to change and manage their workload. It is recommended to replicate the study in various states and regions throughout the United States, investigate experiences of principals, conduct a follow up study with parents, and replicate the study with another language group. Effective communication and professional development are crucial for dual language program success, as dual language programs have the potential to promote bilingualism and multiculturalism, leading to positive social change. [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.]