Utilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-"all"-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice. By promoting English-only instruction, maintaining a limited perspective of what it means to know English, and treating multilingual learners as if they were monolingual, this study demonstrates that multilingual learners' educational opportunities are being limited through a persistent and unhelpful overemphasis on English.