This study examined teachers’ knowledge and perceptions’ of a dual language immersion (DLI) program that was implemented at a public-school in Orange County. Quantitative data findings suggest that exposure to the DLI program positively impacted teachers’ knowledge of students’ language development. The workshop will be presented in discussion format, creating an opportunity for participants to actively engage. Attendees will gain an understanding of teachers’ perceptions, challenges and rewards in designing and implementing a DLI program.
