Two-way bilingual immersion (TWBI) programs have demonstrated great success in improving Latino English learners' educational outcomes. Nevertheless, TWBI classrooms are not immune to the greater power dynamics and influences of United States society. This Participatory Action Research study brought together eight two-way bilingual immersion teachers from two school districts. The participants explored awareness of power imbalance and validation of cultural capital. They then collaborated to develop practices that promote cross-cultural competency in their TWBI classrooms. This study highlights changes that generate higher educational benefits for Latino English learners, thus fostering stronger, more socially just two-way bilingual immersion programs.