According to recent findings from the National Center for Education Statistics (2020), there are more than 5 million English learners (ELs) in the public school system, thus accounting for over 10% of all students in the country. This number varies from 14.7% in cities to 4.1% in rural areas. Overall, the prevalence of ELs across grades K-12 ranges from 15.9% in kindergarten to 4.6% in grade 12, indicating ascending trends of English achievement over grade levels. Notedly, 14.3% of the EL population is identified as having a disability. ELs are more likely than their native English-speaking peers to be diagnosed with a specific learning disability or a speech impairment but are potentially underdiagnosed in other categories such as autism (U.S. Department of Education, 2020). For school psychologists, the questions of equitable classification, appropriate placement, and promotion of access to quality education are of fundamental importance. It is imperative that school psychologists and other professionals consider how to best meet the needs of EL students during this unique time of virtual learning. When considering English proficiency as a goal, school personnel should be acutely aware of the unique risk and protective factors that this population may be exposed to during the COVID-19 pandemic, including access to technology, medical disproportionalities, family issues, and mental health concerns that could either enhance or diminish students' potential to engage in virtual learning.