San Diego State University (SDSU) Children's Center currently implements a model of continuity of care in which children remain with their primary caregiver from infancy until they transition to kindergarten at the age of five. Starting in the fall 2012, the SDSU Children's Center implemented a dual-language program (English-Spanish) in one of the two infant classrooms. Previous research has shown that continuity of care in early childhood education and dual language immersion are two best practices that can support the healthy development of young children in a variety of domains. However, to my current knowledge, there has been no research conducted on the implementation of a dual language program within a context that practices continuity of care. In addition, previous research has documented the implementation and benefits of dual language programs within preschool and elementary school settings, but fails to explore this phenomenon within an infant childcare context. In order to bridge this gap in research, the current study explored the processes and experiences of staff and lab students as they participated in the first year of this new program. This mixed-method, descriptive case study used interviews and a survey to explore staff and lab students' experiences in regards to the implementation of a dual language program. The findings from the current study may serve as a future model for best practices in early care education. Furthermore, the findings from this study could move the field of child development forward by shedding light on the benefits and difficulties of implementing a dual language program within such a unique context.