The internationalization of higher education has been omnipresent for almost two decades. Although largely driven by individual educational, societal, and geographical contexts, the internationalization of language education seems to be missing from the current internationalization efforts. On the one hand, language and culture have historically been inseparable parts of language classrooms. On the other hand, intentional, institutional, and critical approaches to internationalization of language education are almost non-existent. As a result of the increase in global migration, the U.S. classrooms have never been more diverse. That diversity, however, is not reflected in the repertoire of languages offered in elementary and secondary schools. Moreover, although there is a growing demand for more bilingual speakers among U.S. employers, many college language departments cease to exist. An area that provides a glimmer of hope is the growth of dual language education programs. These programs have the potential to utilize the linguistic, cultural, and geographical diversity that their students already bring to those classrooms. The case study will examine the utility of the three pillars of dual language education (i.e., bilingualism and biliteracy, academic achievement, and sociocultural competence), as well as the role of the fourth, emerging pillar of dual language education, critical consciousness.