One in six school-age Minnesotans has at least one immigrant parent and one in five Minnesotans under five years old is a child of immigrants. This trend is part of a significant shift in the state's racial and ethnic makeup over the past 25 years. This report looks at Minnesota's redesign of policies and practices to better support the education of this significant population. The author identifies key lessons for states eager to follow Minnesota's path--while also avoiding some of its pitfalls. The state's primary reform on behalf of these children--the Learning for English Academic Proficiency and Success Act (The LEAPS Act)--created state policies that focus on supporting dual language learners' academic success. LEAPS aims to improve how schools identify these students and how teachers target them with high-quality language services. However, the mere existence of policies that prioritize dual language learners (DLLs) is no guarantee they will be carried out. In the past two years, initial moves have been made to implement the law, but some observers, advocates, and policymakers note that significant actions have not been taken to match initial enthusiasm around the act. The report identifies obstacles to full and effective implementation. These obstacles can be grouped into the following three categories: (1) LEAPS' many new priorities have yet to be backed with sufficient resources; (2) The law's design has slowed the pace of LEAPS' implementation; and (3) The Minnesota Department of Education has limited capacity to oversee and support districts' work implementing the law. This report is the second installment in the DLL National Work Group's series of papers exploring how states are changing their PreK-12 education policies for students learning English at school. Key LEAPS Act Provisions are appended. [For the first report in the series, "From Blueprint to Building: Lifting the Torch for Multilingual Students in New York State," see ED570872.]