This qualitative study examines students' perceptions of their bilingualism in a school that is attempting to disrupt inequalities through the promotion of social justice through bilingual/bicultural education. In order to understand students' perspectives of their bilingualism in Arizona's restrictive policy context, the researchers apply Bourdieu's conceptions of habitus, field, and capital. Findings indicate that students view their bilingualism as an asset that provides them with various forms of capital. Additionally, despite the English-hegemonic context of Arizona, this school plays an essential role in promoting students' bilingualism/biculturalism as an avenue to greater possibilities in their lives.