Societal multilingualism can support language learning in schools, but the process of curricularizing dynamic community linguistic repertoires into named and learnable classroom languages remains underexplored by language educators (Valdés, 2018). Combining language planning and policy and second language acquisition, our work illuminates how postsecondary educators navigate language diversity and learning through formal/informal, macro/micro, and explicit/implicit decision-making (Ricento & Hornberger, 1996). In this paper, we examine multilingualism in postsecondary planning, policy, and pedagogy at a U.S. university with significant Spanish-English bilingual student enrollment. To answer our research question, “How do educators attach meaning to language and make decisions regarding multiple languages in a multilingual university context?”, we utilized mixed-methods case study capturing contextual factors influencing ideologies, discourses, and decision-making around language. Drawing on qualitative and quantitative data from focus group interviews with faculty and staff, classroom observations in teacher education, campus linguistic landscape photographs, dispositional questionnaire survey data, and multimodal digital artifacts, our analysis highlights the juxtaposition of community multilingual resources and imagined campus monolingualism. Findings indicate that, in the absence of formal, macro-level, and explicit language policy, tensions surfaced between generic diversity commitments and disparate practices toward linguistic diversity in the classroom. Interviews and observations revealed both remedial and asset-based approaches to bilingual students’ academic writing. Linguistic landscape photographs of language use in physical and online spaces further highlighted tension between dominant monolingualism, emblematic bilingualism in communal spaces, and strategic bilingual empowerment in dedicated affinity spaces. Culminating focus group interviews documented educators’ attempts at alignment across language ideologies, planning and policy, curricularization, and pedagogy reflective of community multilingual resources. Given the importance of sustaining multilingualism for students’ wellbeing, academic achievement, and future opportunities, we consider implications for designing university language policy that aligns institutional practice with ongoing efforts to explicitly affirm institutional multilingualism.