American Indian and Alaska Native students with limited English proficiency are overrepresented in special education programs. This digest briefly reviews the legislation and literature pertaining to the influence of language and culture in making referrals, administering assessments, and providing appropriate services to Native students. Educators should understand that differences in learning, behavior, culture, and language, either separately or in combination, may exacerbate educational problems caused by disabilities. Educators must also know how to distinguish between a student who has a learning disability and one whose poor academic performance results in part from limited English proficiency. Recommendations for ensuring culturally and linguistically appropriate assessment are given. Using multiple assessments rather than relying on a single instrument such as a standardized test is recommended. When using standardized tests, it is important to note the potential for bias if the test has not been normed on the population with which it is used. Authentic or performance-based assessments should be used. Parents and families should be involved in the assessment process. Educators should be aware of and responsive to students' cultural and linguistic differences. (TD)