This chapter explores the significance of acculturation in the pre-referral and assessment processes within school psychology, particularly for culturally and linguistically minoritized (CLM) students. It highlights the intersection of social justice and the need for educators to understand the challenges CLM students face as they navigate between their cultural identities and the dominant culture in educational settings. By examining various frameworks of acculturation, the chapter discusses the multifaceted nature of the acculturation process. It addresses the critical importance of culturally responsive practices in schools and the necessity of using diverse assessment methods, such as interviews, observations, and record reviews, to effectively evaluate students’ acculturative status. The chapter also introduces the ECLECTIC framework [Fuji (The Clinical Neuropsychologist 32(8):1356–1392, 2018)] and its application in a case study, which aids practitioners in understanding the cultural dimensions influencing evaluations and interventions. Overall, it advocates for a comprehensive, inclusive approach to address the unique needs of CLM students, promoting equitable educational practices and fostering their academic and psychological well-being.