In addition to fostering bilingualism and biliteracy for all students, one of the main goals of Two-Way Immersion (TWI) programs is building positive cross-cultural relationships (). This can lead to TWI programs having ambitious goals for the kinds of bridges it can build between students, families, and communities, which is a challenge when the program brings together children from different cultural, racial and socioeconomic backgrounds. Based on an 18-month ethnography of a newly-created TWI program, this paper examines the distinct realities of the parents of children considered the "English-Speakers", mostly White middle-class professionals, and those considered the "Spanish-speakers", Latinx working-class immigrants, within the program. This analysis highlights how the different needs, concerns and demands of parents created contrasting challenges for the teachers and the school, and considers how the challenge of integration is one that goes beyond language and culture. Implications for TWI programs and further questions to consider are discussed.