This study explored the implementation of a translanguaging unit in two fifth-grade classrooms at an international school in Colombia. One classroom was guided by a bilingual educator, while the second was taught by an English-dominant teacher. We examine the barriers and successes shared by the teachers and discuss students’ perceptions of the bilingual and monolingual models. Findings indicate that while both teachers dealt with time constraints and difficulties in their planning, the bilingual educator was more successful in incorporating translanguaging practices within the curriculum. Students typically preferred the dual-language approach, recognizing it as both interactive and useful.