English language learners involve a growing number of students enrolled in public school districts across the nation. As these numbers have increased, school systems have implemented different programs and provided resources to support increase English language learners achievement in an attempt to close the achievement gap between minority language students and English native speakers. Dual language programs have been the subject of research with much emphasis on the various types of programs, guidelines for implementation, and outcomes. Ample research is presently lacking regarding the fidelity of program implementation and the leadership overseeing those schools with dual language programs. The purpose of this study was to investigate and determine district-level administrators’ and elementary campus administrators’ perceptions of the implementation of a one-way dual language program in a large urban school district in Texas, and to determine how these administrator’s perceptions subsequently impacted the implementation of the dual language program in her/his district or on her/his respective campus. The results of this study indicated that the district-level and campus-level administrators in the individual public-school district are collective advocates for the program being implemented within their district; however, they voiced collective concerns about the limitation of educational materials equity for their dual language program teachers. A noteworthy finding in this study was that most administrators on dual language campuses did not receive formal training in dual language education before assuming campus leadership positions.