The number of Dual Language Immersion (DLI) programs in the United States have grown significantly in recent years, but research often overlooked the instructional tools and practices teachers use in DLI classrooms. This is especially true for those aligne d with Culturally Sustaining Pedagogy (CSP). This study explored instructional practices that elementary immersion teachers at a Georgia school used to support students in developing proficiency in both English and the target language while ensuring academ ic achievement and intercultural competence. The study focused on practices that support linguistic and academic development while sustaining the cultural heritage of diverse student populations, which aligns with CSP principles. Data collected through interviews, classroom observations, and document analysis revealed that teachers used strategies such as visual aids, sentence stems, and structured routines to support language development and create inclusive classrooms. Collaborat ive learning activities promoted language acquisition, social -emotional skills, and academic success while incorporating community languages and challenging deficit mindsets. Teachers integrated cultural relevance into instruction to foster engagement and sustain students’ cultural identities. These findings provide valuable insights into effective instructional practices in DLI classrooms, offering implications for theory, practice, and future research.