Extensive research has evaluated the effectiveness of dual language (DL) programs in Canada and the U.S. The majority of that research has focused on typically-developing students who represent the majority ethnolinguistic group in the broader community. This article reviews research on the suitability of DL forms of education for students with diverse backgrounds and, in particular, students with personal, familial, or ethnolinguistic characteristics that are often associated with underachievement in school. The review begins by examining research evidence that speaks to young leaners’ capacity for learning more than one language during early stages of development. It then presents evidence from research that has examined the effectiveness of DL forms of education for diverse learners. Extant evidence indicates that young learners have the capacity to learn more than one language without jeopardizing their development and that DL education is suitable and effective for students with diverse characteristics.