In this article, the authors describe the results of research that explored how Proposition 227--a measure that mandates English immersion instruction for all English language learners--has affected bilingual teachers at varying points in their professional development. The perspectives of preservice, novice and veteran bilingual teachers offer important insights into the impact of this legislation on their students and their teaching. Findings indicate that bilingual teachers can still make significant contributions to the education of English language learners. The research further reveals factors that continue to motivate and sustain bilingual teachers even when bilingual approaches are replaced by all-English instruction. In light of increasing diversity within the student population, the perspectives of language, learning and culture that these teachers bring to the profession can illuminate important issues related to the needs of English language learners and inequality in schooling. Insights derived from the lived experiences of bilingual and bicultural teachers can help teacher educators to more effectively prepare professionals who can create equitable learning environments and promote challenges to unjust conditions in schools.