This article focuses on factors that impact identification of and services for Englishlanguage learners (ELLs) with suspected language-learning disabilities. These factors include (a) home and school environments, (b) the school's philosophy, (c) instructional strategies, and (d) other contextual variables that affect language use. In addition, these factors must be taken into account in evaluating language, communication, and academic strengths and weaknesses. The author discusses the impact of these factors on the language and communication skills and academic progress of Roberto, an ELL whose home language is Spanish and who was diagnosed with a language-learning disability in both Spanish and English when he entered middle school. When these factors are addressed and policies put in place before ELLs enter school, these students may be helped earlier and be provided with effective educational services.