As dual language immersion (DLI) programs experience unprecedented growth, the need for school administrators that understand DLI structures and philosophy, in order to methodically initiate them and effectively sustain them, becomes critical. In this study, DLI refers to educational programs that provide literacy and academic content instruction to all program students through two languages. These programs aim to develop grade-level academic achievement, multicultural competency, and biliteracy over the course of at least 4 to 5 years. This phenomenological study examines the connection between the success of a program and the skill and knowledge base of its leader. By addressing the following research question, this study attempts to fill an empirical knowledge gap created by the increasing number of DLI programs needing informed school leaders: What do leaders need to know and do in order to implement and sustain effective dual language immersion programs in their schools? Through interviews and focus groups, this researcher developed a clear description of the leadership qualities needed and the challenges that program leaders should to be prepared to handle in order to ensure program success. Principals, support providers, and teachers were asked to provide detailed insights on what is necessary to start and support successful DLI programs at the elementary school level. In addition to the same ingredients for success of any school program, DLI programs require a specific knowledge base, skill set, and a particular a passion for bilingualism to ensure the appropriate balance between uniqueness and nonnegotiables.