This research study evaluates the effectiveness of a Spanish-English dual language immersion (DLI) program. Many researchers have found that high-quality and long-term DLI programs promote academic achievement and high levels of language proficiency for both language groups. Despite the evidence, leaders from the field of bilingual education have identified urgent research questions and barriers to research in dual language education. One of these areas targets the societal, cultural, and political climate that surrounds multilingualism. The leaders stated that opposition to multilingualism creates "an antagonistic climate that has strong impact on dual language programs and those who do research in them." Leaders in the field recommended that dual language educators collaborate to advocate for an "additive" view of linguistic and cultural diversity. In this report, the researcher presents collaborative efforts of DLI teachers to instill cross-cultural interactions from the classroom to the community. The research findings from this study demonstrated it takes more than a bilingual education program to build a cross-cultural community. Once children step outside the program, they are encircled by a community that separates itself by language and culture. Although the teachers and staff who work in the DLI program have striven to reach out to parents and the community about the cognitive, economic and affective benefits of learning other languages, advocacy is needed on a wider scale. The researcher has assisted the principal and teachers in the advocacy process through publicizing assessment results to administrators, parents, and the bilingual education community. The researcher recommends the establishment of bilingual parent liaisons who would systematically provide parent training so that they would then have the knowledge to advocate for themselves, their children, and the value of living in a cross-cultural society.