This is a mixed methods study of K-12 school administrators with dual language immersion school leadership expertise. The paramount research focus was to identify equity and access issues in dual language immersion programs serving grades K-12, as identified by school administrators who have led such programs. A total pool of 498 were invited to participate, of that number 132 responded. Dual language school administrators were initially identified from a web-based national directory. Data were collected using open- and closed-ended survey questions and interviews. Data collection spanned 5 weeks. The following conclusions emerged from this research study. Dual language immersion programs tackle equity and access challenges; funding challenges; staffing challenges; social political tensions; collaboration challenges; resource challenges; and policy and accountability challenges. Dual language immersion school administrators reported school culture issues and sociopolitical tensions exist between immersion and nonimmersion personnel. The findings indicated that, as immersion programs grow, funding needs for campus facility enhancements, other resources and support (i.e., professional development) does not follow. The study also found that there are more dual language immersion school administrators who are bilingual in two or more languages than those who are monolingual. Dual language administrators reported their programs need highly qualified, bilingual teachers who are qualified to teach dual language immersion classes. These administrators purport a need for greater support from district personnel. Finally, they reported the lack or nonexistent local and federal accountability alignment to dual language immersion programs.