Dual-language immersion is an educational practice in which "literacy and content instruction" is provided in two languages at school (Howard et al., 2007, p.1). The students in these programs have been the center of many studies including student literacy development (Genesee & Jared, 2008), academic achievement (Lindholm-Leary, 2012), and language power and dynamics (Palmer, 2007). Chestnut (2014) and Rubinstein-Avila (2002) demonstrated in their research that teachers' experiences in these programs needed to be examined in terms of their ability to navigate educational policies, language varieties, and daily challenges. This narrative inquiry study used the Center for Applied Linguistics' "Guiding Principles for Dual Language Education" (Howard et al., 2007) and teacher agency as its conceptual framework, intertwining early elementary teachers' voices as they pertained to the principles. The four participants of this study were kindergarten and first grade teachers in a K-6 dual-language immersion public school in California. Their stories were told through individual interview excerpts. They expressed the linguistic growth of their students, the necessity to establish a strong language foundation, the challenges in writing curriculum, and having district support. They also shared ways in which future dual-language immersion teachers could be prepared for this profession. As native and non-native speakers of the instructional language, they had different motivating factors to teach in this program. However, they had the same goal: To help students become bilingual. [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.]