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The second issue of 2024 in the Bilingual Research Journal showcases a diverse set of empirical studies that explore issues in the education of bi/multilingual students from the perspective of students, parents, and educators. Unique to this issue is the unusual range of multilingual contexts from early childhood education through the university level. Authors of these articles use a variety of research methods including qualitative (case study, ethnographic methods, narrative inquiry), quantitative, and mixed methods to explore how bilingual practices are initiated and sustained across settings with and for different actors. Manuscripts focus on topics, such as teacher self-efficacy, translanguaging, critical consciousness, and parental involvement. All of the studies highlight contextual aspects to consider when teaching bilingual learners. Bilingual education is manifested in different forms, shaped by the contexts in …