In the fall of 2008, the authors began team teaching in a bilingual American Sign Language (ASL)/English classroom. They faced the same challenge teachers everywhere face: a new year with new goals and a classroom of students with diverse learning needs. This article discusses how the authors address students' language needs in a bilingual ASL and English classroom by adopting a new approach to developing bilingual proficiency and an appreciation for both languages in students. The best approach to developing bilingual proficiency and appreciation would be making careful choices about language use based on the goal of the activity or lesson taking place at the moment. The authors applied this approach to each classroom interaction. Providing students who use both ASL and spoken English with the opportunity to work collaboratively was crucial to achieving the authors' goals. The students ended the year with a great appreciation for both languages and both modes of English. They all developed a strong sense of their language needs and instinctively chose the language that would be the most useful to them in various situations.