Language education for students of color is a neutral process. The education of linguistically diverse students is situated in larger issues concerning white supremacy and the distribution of wealth and power. In this article, I argue that the English-only language policy contained within No Child Left Behind (NCLB) justifies a hierarchical racial order in which subordinate language status is still represented in racial and economic terms. As such, there is a pressing need to understand how language policy (specifically, NCLB) affects teachers and how teachers respond to and influence the enactment of such policies. The research suggests that Latina/o teachers understand NCLB's language policy to be a convergence of race and class interests and, in view of that, mediate and undermine English-only policy in the classroom. Through the work of bilingual educators, I hope to expand the discussion about preparing teachers for educating linguistic minorities to go beyond the methods fetish and to reconsider the professional identities of teachers as extending beyond the classroom role, to include that of political agent. (Contains 3 notes.)