Although research is somewhat limited, Rivera et al. (2019) provide some guidance for successful practices for young children who are culturally and linguistically diverse (CLD) with significant cognitive disabilities (SCD), more specifically those who are identified as English learners. Across their literature review, common themes for successfully instructing children included but were not limited to explicit and systematic instruction, use of technology, and culturally responsive techniques. These themes mirror a theoretical framework for improving overall outcomes of students who are CLD with SCD proposed by Rivera, Jimenez, et al. (2016). The framework synthesizes ideas from multicultural pedagogy (e.g., Cline & Necochea, 2003) and best practices for instructing individuals with SCD (Browder et al., 2014). Eight multidisciplinary variables were identified to enhance instructional practices (see Rivera, Jimenez, et al., 2016). With the use of these variables as a foundation and best practice from current research endeavors, the purpose of this article is to expand the work of Rivera, Jimenez, et al. (2016) by providing practical suggestions with examples that seek to aid special educators with instructing young children who are CLD with SCD, using techniques that reflect culturally responsive teaching. More specifically considerations for planning, instructing, and reflecting on these techniques to improve academic and functional outcomes for this diverse population are discussed.