This article presents findings from a study conducted in eight New York City schools with previous English-only policies. The participating 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 also note how incorporating translanguaging pedagogies led to an openness to more flexible language policies and new program models to allow for the inclusion of students’ home languages. While not focused solely on language policies, this article provides insights on how schools might shift in their understanding of language and language practices. It also provides a strong theoretical background for a shift away from English-only approaches.