This study explores the experiences of transnational Latina mothers whose children are enrolled in hyper-gentrified dual-language programs. Drawing upon transnationalism (Sánchez & Kasun, 2012) and differential consciousness (Sandoval, 1991), I explored how these mothers' own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichment tool that confers a competitive advantage for privileged children. Ultimately, this paper highlights the ways mothers shifted between these ideologies strategically, centering community and working to expand access to these programs to other Spanish-speaking and transnational families in ways that have increased racial and linguistic diversity in these programs, but have fallen short of increasing socioeconomic diversity.