Dual language (DL) programs experience many tensions stemming from English hegemony in its curriculum, instruction, and assessment. These tensions often work in concert to usurp the three goals of DL programs to develop bilingualism, biliteracy, and bicultural competence while achieving grade level standards for its students. Subsequently, there is need to understand how DL teachers can and do enact agency as language policymakers to create DL programs that truly accomplishes its three-fold goals. Using a case study method with two DL programs within different schools, the researchers explore how 13 Spanish- and English-medium DL teachers a) perceive their agency and display critical consciousness, by b) acknowledging program tensions and c) acting to remodel their programs. Interviews, surveys, and focus group data from teachers and administrators reveal that DL teachers report a lack of perceived agency in their role as language policymakers. Simultaneously, these DL teachers demonstrate a keen awareness of the hegemonic tensions ubiquitous to DL programs. Some teachers covertly remodel their programs to meet students' holistic needs. Researchers suggest this nuanced understanding of collective agency provides a foundation to prepare DL teachers and administrators to jointly name tensions and take action by openly remodeling programs to best serve their students.