Evaluating immigrant children with limited English begins with procedures for determining whether the child’s progression in English language development is following expected patterns or is suggestive of a learning disability. Recommended practices will be discussed for conducting cognitive assessments in English when the examinee’s English skills are stronger than their Spanish skills. Factors to consider will be discussed when using PSW to determine SLD in bilingual children and how to recognize SLD in children with limited English. Also, recommendations for considering the child’s culture and how their recent immigrations experiences impact their scholastic learning and their performance on cognitive tests will be explored.