As the number of dual language programs in the U.S. is on the rise, district and school administrators need to pay attention to race as they design and implement these programs to offer equitable access for all students. Utilizing a CRT and raciolinguistics framework, qualitative interview data revealed the ways that whiteness operated in school institutional processes to inhibit access to dual language for African American and Latinx working-class families. This work suggests important policy implications for designing DL programs that are accessible to communities of Color through engaging in information sharing and meaningful dialogue with communities.