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This study explores the effectiveness of current teacher preparation program that prepare dual language immersion teachers and identifies effective professional development training approach for teachers under the layer of culturally and linguistically responsive pedagogical practices. Through a qualitative phenomenology approach that includes interviews, to truly solve dual language immersion teachers' dilemma and support from the teachers' perspective, the study also investigates the opportunities and challenges experienced by language immersion teachers in their professional development and careers. In dual language immersion programs, it's crucial to provide effective professional development opportunities for teachers and addressing challenges faced by teachers. Furthermore, the study identifies culturally and linguistically responsive practices that are effective in promoting language, content, and skill development for students. Based on the findings, the study modifies the three-step model originated from situated learning theory and recommends specific strategies for strengthening dual language immersion programs and providing more effective training for pre-service and in-service teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]