The purpose of this qualitative study is to examine the leadership practices of three district-level dual language (DL) program leaders in a Midwestern state and the organizational forces that oppose and support their work as they lead a "contracorriente" (against the current) in their respective school districts. Grounded in a transformative leadership orientation, the district-level DL program leaders analyze the convergence and divergence of DL program routines at the district, school, and classroom levels while navigating opposing and supportive organizational forces. Five leadership practices emerged from the data that demonstrate the equity leadership of the participants. These leadership practices include: (a) articulating a transformative vision for DL programming, (b) boundary spanning: visiting classrooms and listening as a leadership strategy, (c) building trusting relationships and collaborative teams, (d) supporting professional growth to foster culturally and linguistically responsive instruction, and (e) reframing the narrative around bilingualism. This research offers a model of transformative DL program leadership as well as a model of transformative DL program leadership praxis in addition to inviting further scholarship of the practices and experiences of district-level DL program leaders. [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.]