Across the United States, and here in Massachusetts, disproportionate representation of linguistically diverse students in special education has become a persistent and concerning issue (Deninger, Massachusetts Department of Education, 2008). This existing disproportionality has the federal and state governments more engaged in examining special education policies and revamping them to reduce disproportionality, especially for culturally and linguistically diverse students. To reduce the number of culturally and linguistically diverse students referred to and placed in special education in the suburban district of Cottage, my action research examined the child study team processes. The study centered around the work of the child study team in an exemplary school, for the purposes of this study referred to as the Tremont Memorial School, which serves a large number of culturally and linguistically diverse students. Using a qualitative approach the study will examine the Tremont School's child study team processes to better understand its strengths and weaknesses. The goal of this study is to move Cottage toward the creation of a system that will be equitable for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]