In this critically reflective article, we share our perceptions of the epistemologies that shape our own understanding of successful ESL education and that of a school district that asked us to help redevelop its ESL program. Our differing epistemologies, ours critical and aimed toward social justice, theirs built on what we describe as neoliberal educational discourse and deficit constructions of ELLs and Latinas/os, inevitably led to the collapse of our collaboration. Our differences, particular points of tension, and the impact of this deep and wide chasm on policy and schooling are examined.