In this practitioner-focused article, the author provides accessible definitions and examples of translanguaging. The author presents a view of languages as “fluid”, “malleable,” and the means through which sense is made of the world. Translanguaging emphasizes how individuals do this act of sense making across all the language varieties available to them. The bulletin goes on to share four teachers’ experiences with, and perspectives on, translanguaging in differing contexts across the United States. The teachers’ perspectives describe translanguaging as a natural, dynamic process that allows students to fully engage in learning and show what they know. The teacher spotlights also speak to the way translanguaging facilitates the building of relationships with students, families, and the members of the broader community and amplify student voices. After each teacher spotlight, guiding questions are provided for teachers to reflect on their own practices and beliefs around translanguaging. Next, the bulletin shares results from a teacher survey which showed positive orientations towards translanguaging. The bulletin ends with a call for teachers to recognize the ways incorporating translanguaging into teaching can decrease educational inequities.