While dually identified students are ever-present in the elementary classroom, historical policies and practices surrounding bilingual and special education in the United States have resulted in the exclusion of equitable and inclusive education for this population of students. The effects of the separation of bilingual education, special education, and general education policies and practices have ongoing consequences for dually identified students, who do not have the same instructional opportunities as English Only students without special needs. This multiple case study of eight elementary educators at Eastside Elementary School (pseudonym) in the East Bay region of the San Francisco Bay Area uncovered their understandings and perceptions of intersectionality and inclusion as they relate to working with dually identified students. Through interviews about the participants' experiences working with dually identified students, intersectionality and its connection to the enactment of inclusion, three major findings emerged in the form of educator groupings: Student Hyper-Centered Novice Educators, Veteran General Educators, Systems-Oriented Educators. These three educator groupings showed the variances of asset-based pedagogies and practices among the educators at Eastside Elementary, which were highly influenced by their job titles and years of experience in the field. This dissertation study elaborates on the research about inclusive education for dually identified students in highlighting educator dispositions and understandings of asset-based practices and pedagogies in working with dually identified students. This study can be used as a guide to support educational leaders in guiding staff members to create inclusive school cultures that embrace student and staff intersectionality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]