In this position article, we explore what happens when school district policies regarding desegregation, accountability, and foreign language immersion education collide. Specifically, we contrast 2 immersion programs that experienced distinct outcomes as a result of the conflicting agendas underlying these 3 policies. One program, originally created to satisfy court-ordered desegregation objectives, grew and continues to thrive, whereas the other program was damaged and eventually destroyed due to conflicts that emerged from the collision of the diverse objectives of these educational policies and programs. We highlight significant implications for practice that emerge from our analysis of conflicting policy agendas.