In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings. Chapter authors, who are themselves both researchers and practitioners, explore the latest research and policy implications for implementation of dual language in three different contexts; within a school, a dual language school and a dual language district. This book will be of interest to teachers, teacher educators, professional development specialists, policymakers, administrators, and researchers. Following the foreword, The Re-Emergence of Bilingual Education as Dual Language Education (Terrence G. Wiley), this book contains the following chapters: (1) Recent Research on the Three Goals of Dual Language Education (M. Beatriz Arias and Amy Markos); (2) Legacy Programs: Key Elementary, Arlington, Virginia (Igone Arteagoitia); (3) Dual Language Bilingual Education in NYC: A Potential Unfulfilled? (Ofelia García, Kate Menken, Patricia Velasco, and Sara Vogel); (4) Elgin, Illinois: An Entire District Goes Dual--The Journey of a District Committed to Culturally and Linguistically Responsive Instruction (Wilma Valero and Patricia Makishima); (5) Implications of Research for Dual Language at the Early Childhood Level (Kathryn Lindholm-Leary); (6) Opportunities and Dilemmas for TWI Programs at the Secondary Level (Carol I. Bearse, Ester J. de Jong, and Min-Chuan Tsai) (7) Teacher Preparation for Dual Language Classrooms (Barbara Kennedy); and (8) Making Space for Dual Language Education: The Role of Policy (Donna Christian). The conclusion, Taking Stock: Lessons on Dual Language Education, was written by Fred Genesee.