This article presents research that highlights the success of dual language education for student participants, both native English speakers and English language learners, from a variety of demographic backgrounds at both the elementary and secondary levels. However, there are a number of challenges that can impede the quality of implementation in dual language programs. This article identifies and discusses some of these important challenges facing dual language programs, including issues related to program design, accountability, curriculum and instruction related to biliteracy, and bilingual language development. In addition, implications for practice are presented to address some of these challenges.