The difficulty of determining if a student's learning difficulties are the results of learning disabilities or issues related to cultural and linguistic diversity (CLD), often causes problems when individuals are referred for a learning disability assessment. This article discusses the many issues related to assessment of adults in community colleges from cultural and linguistically diverse backgrounds and presents an adapted LD Symptomology checklist that can assist ESL instructors in making appropriate referrals. Due to a shortage of qualified bilingual diagnosticians who can determine eligibility for community college learning disability service most assessments of CLD students are performed in English, making administration of an adult language proficiency test crucial. Given the data from a language proficiency test, the administration and interpretation of standardized cognitive tests must be accurately and fairly assessed to be as unbiased and culturally neutral as possible. The article concludes with a discussion of test selection and dynamic assessment techniques that are particularly appropriate for this population. (Contains 1 table.)