This paper advocates the value of heritage language programs and the micro-level language policies that back them, centering on a case study of a program in the USA to make this argument. It also argues for the importance of recognizing students’ heritage languages, cultures, and individual goals and identities in mainstream school programs. Following an overview of the current status of heritage language programs, a program case study conducted at a public primary school in rural Oregon is proposed. The strengths of the program are sketched, as well as its challenges, and the brief history of the program is traced from its establishment and success to its subsequent decline. Multiple factors are debated, as are the positive effects on students’ identities and scores on state-level assessments during the existence of the program and the negative effects after the dismantling of the program. The paper concludes with considerations for the establishment of successful heritage language programs, as well as the importance of establishing policies that invest in supporting heritage language speakers in their schools.