Mainstream teachers' views of emergent bilingual students have been well documented, but less is known about how bilingual dual language teachers understand bilingualism and their subsequent expectations of students based on those understandings. We used thematic analysis of focus group conversations to investigate and present the views of eight experienced bilingual dual language elementary teachers at two different schools. Drawing on social capital theory and the notion of the white listening subject, we found that despite teachers' overwhelming belief in the importance of bilingualism and their desire for their students to develop bilingual abilities, they served as strict gatekeepers, reproducing monoglossic views of bilingualism leading to a deficit perspective that precluded seeing students' multiple bilingual realities as strengths. The paper concludes with critical questions for various educational stakeholders as well as recommendations for teacher education and dual language education.