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Latino educational policy. More specifically, it describes how a broad but vague consensus regarding the goals of a novel binational partnership hid the differences in various partners' interests and understandings. Looking at both a Georgia superintendent's initial letter to his prospective partners at a Mexican university and then at the experiences of a Mexican university-affiliated bilingual education coordinator, the chapter highlights the interface between culture, policy, and power, illuminating how and why only certain portions of the formal binational accord were enacted and then only in certain ways. The chapter describes the political posturing, advocacy, and maneuvering that shaped the curriculum that Latino newcomer students encountered at school.