There has been a growing concern in special education due to the under and overrepresentation of Multilingual Learners (MLLs) qualifying for special education services (National Center for Learning Disabilities, 2020). Due to this inequity, culturally and linguistically responsive practices such as district bilingual assessment teams are being created and implemented with the goal of establishing more equitable special education evaluations. While there is limited research on the implementation of such teams, there is research suggesting that when school psychologists consider acculturation, racial/ethnic identity, environmental impact, and appropriate cognitive assessments, these cultural considerations promote positive outcomes for students (O'Bryon et al., 2010; Vega et al., 2016). The current study provides informative quantitative results based on MLL evaluations referred to a school district bilingual assessment team for cognitive assessments over the 2021-2022 school year. Trends in special education eligibilities, assessments utilized, and possible associations between type of assessment and primary eligibility are explored, as well as implications and future research. [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.]