In support of growing numbers of dual language programs nation-wide, dual language school administrators seek to find teachers who are specifically prepared to work with dual language learners for additive biliteracy. For this research the author utilized a case study design to explore practicing dual language administrators' perspectives regarding programmatic necessities related to dual language teachers and how these needs might shape responses from U.S. teacher education programs. The study participants voiced fundamental considerations regarding dual language teachers' essential competencies along with the complexities of additive biliteracy and academic language development in both Spanish and English. Additionally, the study's findings and discussions provide participants' detailed recommendations for new ways to consider preparing dual language teachers for the specialized pedagogies necessary to support dual language learners' biliteracy and academic language development.