Abstract
As US enrollments for languages other than English declined, researchers have begun to explore strategies to revitalize world language programs. One approach is to increase the role of heritage language learners (HLLs) in sustaining enrollments. Despite recognition of HLLs as vital for national language proficiency, dedicated courses remain scarce, especially for less commonly taught languages (LCTLs) such as Russian. This qualitative multiple case study draws on 11 h of interview data from seven US Russian language instructors to examine institutional support for HLLs. Using Darvin and Norton's investment model, we conducted multiple cycles of meaning‐focused analysis, applying both pre‐identified and emergent codes. Findings reveal that HLLs contribute to enrollments but often lack tailored instruction, primarily because of institutional barriers. We advocate for dedicated heritage language courses with lower enrollment caps to enhance inclusivity, improve retention, and ensure equitable access to language education.