This thesis considers the extent to which dominant language ideologies have become internalized in the attitudes of students and teachers at a New Mexican high school. Due to New Mexico’s multicultural past, its student population is linguistically and racially diverse, making it a prime location for this study. While past literature has thoroughly documented how language ideologies affect students, this study places particular emphasis on how teachers’ abilities to instigate meaningful change are compromised as a result of internalized thoughts and beliefs. Through a demographic survey and informal interviews with two students and six educators, this paper highlights the ‘standard’ English (Flores & Rosa, 2015), English-only (Piller, 2016), and bilingual ideologies (Wright, 2005; Han, 2013) present among students and teachers at the high school of study. In doing so, it considers (1) the linguistic atmosphere of the high school, (2) how aware students and teachers seem to be of any subsisting language ideologies, and (3) how these ideologies impact students’ and teachers’ daily lives.