This qualitative case study is focused on one high-performing urban elementary school that worked to address inequities within the school and community for two decades partly through dual language education. This neighborhood public school has been one of the district's highest-performers for the prior 15 years, was one of the first schools in the nation to develop a dual language program for students classified as English learner (EL) students, and more recently merged with one of the district's lowest performing and under-enrolled schools to expand access to a high-quality and culturally sustaining education. Key findings from this case highlight intersections between social justice leadership and leadership for school improvement that promote organizational innovation, learning, and sustainability.