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In this article, we report on a mixed method study conducted through a previously validated bilingual instrument. The purpose was to understand elementary bilingual and dual language (BDL) teachers' perspectives of science and engineering (S&E) teaching in Massachusetts and Puerto Rico with the goal of developing situated professional development in science and engineering (S&E). Our findings suggest that an asset-based, and content-language integrated approach is needed to develop BDL professional development models attuned to specific locations, program models, and grade levels. Implications for our findings transferred to academic practices for BDL teachers are included.