This article presents findings from a study conducted in eight New York City schools with English-only policies in an effort to disrupt monolingual practices for emergent bilinguals. The participant schools were given intensive professional development and participated in a project where they were “required to engage students’ bilingualism as a resource in instruction and implement translanguaging pedagogy” (p. 741), disrupting dominant monolingual approaches in schools. Findings suggest that taking a translanguaging stance, where students’ bilingualism is perceived as a resource, initiated ideological shifts among educators regarding language ideologies and thoughts about emergent bilinguals and their linguistic practices. The authors provide a descriptive list of classroom examples of translanguaging pedagogy to show how teachers in the study incorporated students’ home languages during instruction in different ways.