Teachers in traditional bilingual settings confront strict program requirements under the guise of No Child Left Behind (NCLB), excessive assessment demands (state, district and program assessments in both English and Spanish), and negative attitudes about bilingual education from many in the political and public spheres. Since 1998, the passage of Proposition 227 in California and similar laws in other states have forced the implementation of Structured Immersion Programs for English Learners (EL). As a result, students with limited English skills are taught in English with some or no primary language support. These students are falling further behind in learning English and other subjects, and the high school drop-out rate is getting worse. The decline in bilingual education also contributes to the loss of heritage. Most many bilingual teachers to turn away from programs that promote biliteracy and instead second-generation Hispanics, for example, prefer to speak English, and by the third generation most Hispanic Americans are no longer able to speak Spanish. It's difficult for teach English in ways that many feel are less effective. In this article, the author, a scholar and expert in biliteracy, shares a personal story about the challenges and joys--and ultimate effectiveness--of bilingual education.