Dual Language Learners (DLLs) with special needs have, historically, faced many cycles of integration and segregation. The formal educational system, in turn, has the potential to perpetuate exclusion or create inclusion and equitable spaces. This research looks at the individualized education programs’ (IEPs) language goal outcomes of DLLs with special needs in dual language (DL) programs across four critical tenets; ideological clarity, pedagogical perspective, access for all, and equitable spaces (IPAE) (Alfaro & Hernandez, 2016). Data were collected through a mixed methods approach that encompassed questionnaires, observations, and interviews. Findings indicate that IPAE was strongly correlated with students’ IEP language goal outcomes. In this regard, teaching across the IPAE tenets purports an efficacious framework in which to position the education of DLLs with special needs. Some suggestions are extended according to the research findings.