Research on the inequities present within dual language (DL) programs demonstrates that these programs are not immune from the racial stratification prevalent in the United States. Despite intentions to center justice for minoritized students in DL programs, unexamined ideologies among educators can inadvertently perpetuate the existing status quo. Given this context, the incorporation of critical consciousness and critical-racial consciousness has been put forth as additional goals of DL education. Through a theoretical framework grounded in critical race theory, this study investigates the race-related ideologies held by Latinx educators. The study explores how these ideologies influence their conceptualization and implementation of sociocultural competence, a key goal of DL education. This analysis takes place within the context of a one-way/developmental transitional kindergarten through eighth grade DL school situated along the US-Mexico border in Southern California. Conducting a critical discourse analysis of educators' ideologies and practices reveals that cultivating racial justice within DL education demands an in-depth understanding of the pervasive impact of race and racism in society. The study's findings indicate that despite their good intentions, educators' ideologies, or their "gaps in knowledge," unintentionally contribute to the maintenance of racial hierarchies. The study underscores the pressing need to prioritize critical-racial consciousness and implement antiracist practices in DL programming. Moreover, the research highlights the necessity for critical frameworks that recenter DL programs to the racial justice roots of bilingual education.