School psychologists continue to play a critical role in the identification of students with specific learning disabilities (SLD) in schools. However despite decades of research and debate, the field continues to lack consensus on best practice methodologies. The Individuals with Disabilities Education Act (IDEA) reauthorization in 2004 increased the options for identification of SLD by permitting a number of different approaches beyond traditional IQ Achievement discrepancy comparisons, which, if anything, has contributed to varying perspectives on which procedures are most reliable, valid, and effective at meeting student needs. In order to illustrate several of the different leading approaches, and present supporting evidence for those approaches, National Association of School Psychologists (NASP) held a three-part webinar series in the spring of 2015 with several experts who presented their perspectives on SLD identification, along with corresponding consideration for English language learners. Webinar presenters were Joseph F. Kovaleski, Jack Nagliere, and Samuel O. Ortiz. Robert Lichtenstein was the moderator. In this article, each of the presenters addresses questions from his own professional perspective as a complement to the webinar series. In addition, the moderator of the webinar series provides advice on how school psychologists can reconcile the different SLD identification approaches in the field.