This issue of "Voices in Urban Education" examines different aspects of asset-based education for English Language Learners (ELLs). Rather than write about ELL education as a problem, dilemma, achievement gap, or crisis, these innovative practitioners, scholars, and policy analysts shift the paradigm, reminding and urging us to embrace ELLs as the very community members who, when well educated, will be the bicultural, bilingual leaders who improve our city neighborhoods and help us participate effectively in the global economy. Strikingly, this diverse group of innovators shares one goal: to increase educational equity in opportunities and outcomes through practicing and promoting an asset-based view of our bicultural English language learner children. That they do so in spite of the context of federal and state policies that cast ELLs in a deficit framework is impressive and inspiring. It is hoped that these articles will deepen readers' understanding and increase the political will to provide resources and implement the best practices that research has shown to be effective for these vastly underserved students.