Within the context of a growing pluralism in school communities, the need for educational structures that encourage access and opportunity for students and families who have traditionally been marginalized is an urgent priority. The purpose of this article is to articulate a conceptual framework for school leaders that can promote such structures. Marginalization in schools can manifest in multiple aspects, not limited to, but including race, ethnicity, social class, linguistic heritage, disability, sexual orientation, family structure, and religious tradition. In this article, the author focuses specifically on one group of traditionally marginalized students: those in linguistically diverse families. He begins by describing the demographic imperative that this group presents in school communities. Next a conceptual framework for school leaders to approach linguistically diverse students and their families in an asset-oriented and inclusive manner is described. Finally, this conceptual framework is applied through specific examples of in-school supports and home-school-community collaboration strategies.