Computer Science affords a unique context for English Learners (who we refer to as Multilingual Learners or MLs) to engage in disciplinary practices that support computational thinking and language development. Yet MLs at the secondary level tend to be systematically excluded from CS courses. Through a collaborative research process involving teachers, counselors, and administrators in seven high schools, this study considered: How do school policies and practices enable or constrain CS course access for MLs? Findings from qualitative analyses revealed how school structures, norms, and educators' mindsets represented both enablers of and barriers to CS access.