Arizona language policy now requires English learners (ELs) to enroll in "English language development" (ELD) classrooms for 4 hr of skill-based, English-only instruction. In this article, I describe Arizona teachers' interpretation and negotiation of language policy and practice during this time of change to more restrictive mandates. I conducted this qualitative case study with a teacher study group comprised of six ELD teachers and one instructional coach from an urban elementary school during the first semester of language policy implementation. Using discourse analysis of individual interviews, study group dialogue, and institutional documentation, I investigated teachers' talk as they grappled with restrictive policy mandates and effective classroom practice. Findings indicated that teachers negotiated the cultural models inherent in the institutional policy in the study group setting. In the contemporary context of restrictive educational policies, implications for stakeholders center on professional and collaborative support for educators.