This article discusses characteristics of educational environments that facilitate success for culturally and linguistically diverse (CLD) learners, thereby reducing inappropriate referrals to special education, and offers recommendations for adapting referral and assessment processes to better serve CLD students suspected of having learning disabilities. Effective instructional practices are considered, and competencies needed by teachers who serve CLD students with learning disabilities are suggested. Specific attention is given to identifying and serving students with learning disabilities who are also limited English proficient.