Effective mathematics education for Latinx students with learning disabilities (LD) necessitates teachers who uphold high academic expectations, facilitate access to rigorous math curricula, and champion inclusive and meaningful student participation. This study delves into teachers' perspectives on instructing Latinx students with LD, including those identified as emergent bilinguals. Interviews were conducted with both general and special education math teachers who instruct Latinx students with LD from 3rd to 8th grades. Key findings from the study revealed a nuanced positioning of Latinx students with LD by teachers: (1) they are perceived as having potential for mathematical competence, (2) they are seen as reliant on external support, and (3) they often internalize a self-view of being less competent in math. Despite these mixed perceptions, teachers highlighted strategies to bolster the learning experience for these students, including promoting active class participation, demystifying complex math concepts, and, occasionally, modifying the curriculum. A recurring theme that was also noted was the occasional underestimation of the mathematical abilities of Latinx students with LD by educators, despite their expressed intention to support their learning journey.