Most recent estimates show that 15.8% of emergent bilingual (EB) learners have one or more educationally related disability (U.S. Government Accountability Office, K-12 education: How states identify English learners, including those with disabilities [GAO-24-107376], 2024). For all youth, specific learning disabilities (SLD) represent the most common eligibility category for special education and related services (32%; National Center for Education Statistics, Report on the condition of education 2024 [NCES 2024-144], 2024). However, compared to their monolingual peers, EB learners are more likely to be found eligible for special education and related services due to an SLD. While it is possible to be both an EB learner and an individual with a learning disorder, systemic inequities (e.g., a lack of appropriately trained personnel, poorly validated assessment procedures, etc.) leave EB learners particularly vulnerable to inappropriate assessment practices that lead to over- and underrepresentation in special education and related services meant to remedy academic underachievement. This chapter outlines the ways school-based assessors can evaluate the academic skills of EB youth holistically, contextualizing multi-method and multi-informant data and making eligibility determinations that are appropriate, strengths-based, and culturally and linguistically informed.