This article presents findings drawn from the development of an intervention designed to leverage Spanish to improve English reading comprehension. Five teachers and 18 middle school English language learners (ELLs) in 2 urban middle schools participated in the project over the course of an academic year. Analysis of policy documents, interviews, and observations reveals the presence of multiple language orientations in the enactment of local language policy, and these differing orientations afford and constrain ELLs' access to languages other than English. The authors conclude that opportunities for critical multicultural educators to engage inequity and promote linguistic diversity exist at multiple levels of the educational system, from state administrators to local principals and teachers. Moreover, findings suggest that students also participate in the enactment of policy, and students' orientations to linguistic diversity impact the implementation of multicultural instruction. (Contains 1 table and 3 notes.)