Although the prevalence of Autism Spectrum Disorder (ASD) is increasing, children are less likely to be identified with ASD in schools compared to clinical settings. Moreover, Latino children are less likely to receive an identification of educational autism than non-Latino peers. This research explores the identification of educational ASD and other disabilities for Latino children with clinical ASD. Medical records of 131 Latino children who received a clinical diagnosis of ASD were reviewed to determine their educational disability identification. Results indicated that just 15% of Latino children with clinical ASD were also identified with educational ASD in schools and children from families with limited English proficiency were less likely to be identified than their peers. Seventy percent of participating children were identified with an educational disability other than ASD. The study demonstrates that Latino children experience a trend of disability misidentification in schools. Conclusions, implications, and future directions are discussed. [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.]