Clinical Question: Would a bilingual preschooler with suspected speech sound disorder (P) be more accurately diagnosed via an assessment approach that integrates sociolinguistic information (I) or via standardized assessment with traditional scoring modifications (C) as shown by diagnostic compatibility with the converging concern approach (O)? Method: Systematic Review Study Sources: Google Scholar, ASHA, ASHA Perspectives Search Terms: speech sound disorders AND/OR bilingual children AND/OR assessment AND/OR English Number of Included Studies: 7 Primary Results: When assessing the speech sound ability of bilingual children: (1) Standardized assessments are not reliable diagnostic indicators for speech sound ability because they are not inclusive of the various dialects of American English; (2) Phonetic inventory and criterion-referenced measures are the best options for evaluating speech sound ability; and (3) Accounting for all the dialects in a child's language experience increases the diagnostic accuracy of criterion-referenced measures. Conclusions: Few psychometrically sound resources are readily available to clinicians who are assessing the speech sound ability of bilingual students. Evaluating a child's phonetic inventory provides rich information about their speech sound ability. In addition, criterion-referenced measures--particularly PCC-R and EML--are useful indicators of speech sound ability in bilingual children. However, these measures are only useful to the extent that phonological patterns caused by between-language interaction and dialect variation are not counted as errors.