This paper argues that Spanish-for-native-speakers (SNS) instruction at the secondary level can play a key role in narrowing the Latino achievement gap. To this end, SNS curricula and practices should be configured to: 1) support Spanish-English biliteracy, 2) support and facilitate learning across the curriculum, 3) socialize Latino students and parents to the American system of education, and 4) marshal the resources of students' home cultures to advance the educational and social needs of Latino youth. In addition, this paper argues that SNS teachers should become stewards for Latino educational progress within their schools. In this capacity, they must seek out collaborations with their colleagues in other disciplines, particularly ESL teachers, as well as key members of the administration, to bring about a supportive and caring school environment for Latino students and their parents. (Contains 8 notes.)