This study examined the knowledge, motivation, and organizational (KMO) influences that shape how dual language immersion program (DLIP) administrators sustain these programs on their campuses in a California public school district. Using a modified version of Clark and Estes' gap analysis model, a qualitative case study explored the assumed KMO influences that shaped these administrators' performance in achieving their goal to improve their ability to sustain their programs and to address the needs of the English language learners (ELLs). The study findings were based on seven semi-structured interviews. These findings revealed three broad themes. The first theme was that participants were respectful. They engaged in strategic planning for the program, created inclusive and positive school environments, and focused on building capacity for their DLIP community. The second theme was that these administrators were resilient. They demonstrated self-efficacy and their utility value drove their desire to increase their knowledge. The third theme was that these administrators were resourceful leaders. Within the context of their district, these administrators proved to be self-sufficient and persistent in their efforts to meet the needs of their programs and the DLIP community. The findings also revealed that, regardless of the level of support in the district, participants were tenacious in their efforts to increase their ability to sustain their programs. This study provides insights into what supports administrators employ to sustain programs that meet the needs of ELLs in DLIPs in public schools. [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.]