Currently there is a gap in research literature that displays examples of how central office and building level administrators interact, collaborate, and make decisions concerning dual language immersion programs. This qualitative single case study attempts to answer the following questions concerning this problem of practice: What are the forms of interaction and collaboration between central office leaders and school leaders in connection to the dual language immersion program in their district? How does decision making occur between central office leaders and school leaders concerning the dual language program in their district? How is leadership distributed between central office leaders and school leaders in decision making? The results of this study suggest the benefits of regular interactions and collaborations between dual language immersion administrators. This study also suggests the importance of administrators possessing a deep working knowledge of dual language immersion programming and pedagogy. Finally, this study leads to implications related to dual language immersion leaders, dual language immersion policy, and further research concerning dual language immersion leadership. [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.]