This exploratory mixed methods study investigates implementation of the Colorado Seal of Biliteracy in districts adopting it prior to the fall of the 2021-2022 academic year. The research seeks to understand the biliteracy opportunities available in school districts; how district and school leaders interpret the Colorado Seal of Biliteracy; and, how leaders' language ideologies, advocacy, and actions may influence implementation of the Colorado Seal of Biliteracy. This research is framed through the lenses of culturally sustaining pedagogy, translanguaging pedagogy, and hybrid educational settings. Using a fully mixed, concurrent, equal status research design, the study provides quantitative and qualitative insights about district implementation of the Colorado High School Diploma Endorsement of Biliteracy. The main data sources include a survey, semi-structured focus group interviews, and district language programming artifacts. The research was conducted in two stages: The first stage was QUAN-QUAL, and the second stage was QUAL-QUAN. The first stage included collecting quantitative and qualitative survey data. 100 Personnel working in the 42 school districts in Colorado currently implementing the Seal of Biliteracy were invited to participate in the study; 14 participants completed the survey. Survey data was analyzed descriptively and qualitatively. The second stage included collecting qualitative data through a semi-structured interview with purposely selected participants from the original pool of survey participants. Prior to conducting interviews, preliminary analysis of the survey data was conducted to determine interview participants. Three of the responding districts were purposely selected to participate in the interviews. Interview data was qualitatively analyzed and some data were integrated for mixed methods analysis to identify promising culturally sustaining, translanguaging, and hybrid practices currently implemented across Colorado. All data was cross analyzed according to a survey and interview scaled construct to explore potential associations between leadership advocacy actions, policies and practices, and the equity of opportunity for all students, including emerging bilingual students, to earn the Seal of Biliteracy. This study aims to inform and assist district and school leaders about ways to illuminate the expertise and linguistic gifts emerging bilingual students bring to the education setting in order to afford students a more liberatory Colorado Seal of Biliteracy. [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.]