This unique volume brings together findings from six separate but interconnected studies carried out over seven years in the same small bilingual elementary school. During a period of rapid gentrification in Austin Texas Hillside Elementary transformed from a predominantly Latinx underresourced and underenrolled neighborhood school with a transitional bilingual program to a twoway dual language bilingual education TWBE school with a waiting list of middleclass families from across the school district. Chapter authors entered the context as researchers at various points along the timeline with varied theoretical lenses research questions and methodological approaches. Most authors have also been parents or teachers at the school and all were deeply invested in the school community and the education of bilingual students. They come together to argue that in order for a TWBE school to serve marginalized bilingual and BIPOC children and families it must work collectively toward critical consciousness. Educators parents and students must learn to center the cultural linguistic and racialethnic identities of marginalized families and engage in ongoing dialogue at every level. The culminating product is a theme with variations one context one phenomenon multiple varied positionalities and perspectives.