This study explores how administrative practices shape the experiences of dual language teachers at two elementary schools in California, Grove and Orchard. Drawing from 12 teacher interviews, the findings reveal school administration to be the most salient factor influencing teacher satisfaction, resource accessibility, and the faithful implementation of dual language programs. While both schools operate under the same district mandates, administrative behavior mediates the impact of those policies in distinct ways. Orchard’s administration demonstrated greater support for Spanish instruction and teacher collaboration while Grove’s administration exhibited a preference for English and offered limited institutional support. These differences affected teacher autonomy, resource allocation, and coworker collaboration. Additionally, the study reveals how district-level decisions and inadequacies in bilingual assessment tools perpetuate inequities and undermine the legitimacy of dual programs. The findings underscore the need for administrators and districts to engage meaningfully with dual language programs and teachers to create equitable and effective bilingual learning environments.