The overidentification and misidentification of English Language Learners in special education has been a systemic issue since the 1960s. When students are mis-identified for special education, they are denied access to Free Appropriate Public Education and the Least Restrictive Environment. Although there has been countless research depicting these inequities, school psychologists continue to be underprepared to serve this population of students due to a lack of proper training in their graduate education programs. The number of English Language Learners enrolled in public education continues to increase, and yet school psychologists often must take it upon themselves to gain professional development in assessing English Language Learners. Federal and state legislatures recognize the problem, but most fail to offer guidance, let alone, a proper solution in assessing English Language Learners in a culturally and linguistically appropriate manner. This extended literature review examines the best practices for pre-referral guidelines and the assessment of English Language Learners and culminates with a proposed approach for training currently practicing school psychologists and school psychologists enrolled in graduate programs. [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.]