Purpose: This study aims to document the impact of an 80-h virtual Spanish language immersion program on four elementary school leaders in Kentucky. Design/methodology/approach: This study used a mixed methods approach. Each subject participated in three semi-structured interviews with the researcher and a standardized oral language assessment. Findings: Participants expressed greater confidence when interacting with students and families who do not speak English, greater empathy for students learning English, new cross-cultural understandings and deeper knowledge about the language acquisition process and language instruction. Practical implications: Training in a foreign language may prove to be a valuable professional learning activity for leaders seeking to develop a stronger skillset and mindset for multicultural education. Originality/value: This paper contributes to the literature by documenting a previously un-researched virtual language immersion program.