This large-scale study used a survey to collect data on K-12 world language program leadership and instructional practices in Massachusetts public schools, investigating associations between the presence of a program leader or primary evaluator who is a world language specialist and instructional practices, curriculum, and assessment. The study resulted in 383 individual teachers completed responses, representing 188 school districts. Multilevel regressions were fit for groups of questions focusing on different categories of instructional practices by educational level (elementary, middle school, and high school). Results indicate positive associations between a world language specialist in the role of program leader or primary evaluator and a number of teacher practices. Further research is needed to expand understandings of the role and impact of world language leadership at the K-12 level. Program leadership is an important component of the school system that has largely been omitted in world language educational research.