This study examined how parents, teachers, and administrators conceptualised dual-language immersion (DLI) education and its goals at Bobcat Canyon School (BCS, pseudonym), a private preschool in the Southwestern USA where 64% students were White and 36% were students of colour. Through interviews with 15 parents, eight teachers, and two school administrators, the study exposed a conceptual confusion among the school community about what DLI education is and that BCS advertised a DLI brand without appropriate understanding and implementation. The analysis revealed that with a framework of neoliberal linguistic instrumentalism, the preschool conceptualised its DLI as an enriching context for students to obtain a cognitive, social, and academic edge. Cognitive development, social competencies, and school readiness were primary goals while bilingualism/biliteracy was a secondary bonus if achieved. The study exposed the need for the field to establish unique objectives and models of DLI at the preschool level and educate all stakeholders on the short- and long-term effects of DLI education. The study calls for promoting the historical mission of DLI in private programs and all existing DLI programs to examine their conceptual underpinnings. (author abstract)