Bilingual education in Taiwan has been subject to various interpretations. The imagined possibility and the imagined impossibility coexist, albeit from very different perspectives. These include establishing a global identity versus compromising local identity, and benefiting flexibility in thinking versus incurring costs in L1. I will begin by addressing the perceived impossibility in terms of linguistic loading in subject content learning through English, and then explore the ways in which teachers effectively (or ineffectively) cope with these challenges.