The teaching-learning wheel is suggested as a model to assess possible language learning difficulties in limited English proficient (LEP) students. A step-by-step process is described in which 3 approaches including components of this model are utilized. The 3 approaches include observations and ethnographic interviewing, formal analysis of oral and written performance, and dynamic assessment. The 3 approaches are applied considering the school and home settings. The step-by-step process is illustrated through a case study. Following this model prevents false diagnoses of language learning disabilities in LEP students and delineates some helpful strategies for intervention.