As the numbers of multilingual learners with disabilities increase in classrooms across the country and the achievement gap between multilingual learners with disabilities and their typical peers continues to widen, more research is needed to learn more about how teachers and administrators can support multilingual learners with disabilities. This qualitative study adds to the body of research on general education teacher, exceptional student education teacher, and administrator perceptions of their readiness and approaches to supporting multilingual learners with disabilities. A case study approach was utilized, because it allows for a holistic understanding of a phenomenon within real-life contexts from the perspective of those involved. Administrators, general education teachers and exceptional student education teachers from a large school district in Florida were interviewed. Data were also collected through observations and relevant documents such as individualized education plans, professional learning community meeting minutes, and lesson plans. Through a two-phase data collection and analysis process, findings indicated that teachers are largely unprepared to work with multilingual learners with disabilities, there are minimal opportunities for collaboration among the stakeholders, such as paraprofessionals, exceptional student education teachers, and general education teachers supporting multilingual learners with disabilities, and there are many barriers to successfully supporting multilingual learners with disabilities. Although many strategies were identified as being successful when used with multilingual learners with disabilities, such as using visuals, providing extra time, and increasing student engagement, it was unclear whether the use of these strategies was intentional. With a greater understanding of multilingual learners with disabilities, the barriers that exist in providing support to them, those in the educational field are poised with information that they could provide: (a) specific training geared towards supporting multilingual learners with disabilities, (b) time for all stakeholders who support multilingual learners with disabilities to collaborate, and (c) autonomy in decision-making regarding curriculum and development of individualized education plans. [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.]