In this chapter, I highlight the intersection of equity, social justice, and belonging in multilingual education programs and policies designed to support English development in the United States. Issues involved in language assessment, program development, and teacher recruitment are described in terms of the ways in which educational opportunities and instructional approaches are contoured by numerous interplaying factors. To explore these themes, this chapter illustrates: (1) the diverse ways in which students are provided with English language support; (2) potential ways that proficiency assessments can mislead teachers about their students’ language abilities; and (3) the current emphasis on dual language programs to improve English language and literacy acquisition for multilingual learners. Fleshing out these topics provides insight into the importance of promoting equitable policies and programs to establish socially just learning opportunities for students. I conclude with a call to action for teacher preparation programs and school administrators to ensure effective professional development to support the educators who make English language learning happen.