ACSA members have a unique opportunity to provide recommendations on teacher preparation for bilingual/dual language teachers by taking a new survey. Survey results will be shared with the California Commission on Teacher Credentialing, which is currently in the process of revising the Bilingual Teacher Preparation Program Standards. “In reflecting on my own leadership, I realize that an essential component of leadership is hiring the best prepared people to serve in our schools,” said ACSA President Linda Kaminski. “I began my career in education as a bilingual teacher, and the need for bilingual teachers continues to this day.” Kaminski invited school and district leaders from across the state of California to participate in the online survey, “Bilingual/Dual Language Teacher Preparation: A Survey of California’s TK-12 Districts.” Developed by The Center for Equity for English Learners at Loyola Marymount University, the survey seeks recommendations regarding the knowledge, skills, and abilities of beginning bilingual/dual language teachers as a result of their initial preparation in bilingual teacher preparation. The study defines a beginning bilingual/dual language teacher as one who has completed the requirements for a preliminary multiple/single subject credential with a bilingual authorization (i.e., not an intern).  The survey, which is anonymous, is divided into five parts and should take approximately 20 minutes to complete. The information shared can help shape the future of bilingual teacher preparation programs. Results will be shared in summary with the California Commission on Teacher Credentialing and as a research brief. The deadline to complete the online survey is Friday, June 19, 2020.