The growing English learner student population in California faces the daunting challenge of both meeting the academic expectations of school curriculum while also learning to speak, write, read, and understand a new language. Often it is the task of school administrators to choose, plan, implement, and maintain instructional programs that best meet the needs of all students. Dual Immersion is an instructional bilingual model that has been used to address the learning and teaching needs of students who do not speak English. The purpose of this study was to describe the role of elementary school administrators and the obstacles encountered while implementing and maintaining Dual Immersion programs in California. Two research questions were addressed: 1. What is the elementary school administrator's role in the process of implementing and maintaining a Dual Immersion Program? 2. What are the obstacles encountered by elementary school administrators in the process of implementing and maintaining a Dual Immersion Program? A non-experimental, descriptive research design was used to analyze the survey results. Eighty surveys were sent to elementary school administrators. Twenty respondents' answers were used in the data analysis. Three personal interviews were also conducted to more fully understand the skills, tasks, and obstacles to successfully implement and maintain a Dual Immersion. The results of the data analysis in this study revealed that elementary school administrators need: 1. To ensure that teachers analyze student data and make curriculum decisions that affect the academic performance of students in a Dual Immersion program; 2. To ensure that teachers understand the outcomes and expectations of the program. 3. To encourage teachers to use data analysis to accommodate the instructional needs of all the students in the program. 4. To ensure that new staff members to the program found support and guidance 5. To support program policy to encourage accountability. The conclusions of this study confirmed the importance of comprehending the goals and methodology of Dual Immersion programs, parent involvement and support, and the need for administrators who active participation in their leadership and managing roles. [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.]