Emergent Bilinguals (EB), particularly those of Latino descent, who have a moderate intellectual disability (ID) are arguably one of the most underserved and under researched populations. Although there has been an increase of evidence-based practices for both EBs and students with ID, there are still a limited number of empirical studies of EBs with moderate ID. The purpose of this literature review was to investigate current research-based strategies for teaching academic and/or functional skills to EB students with moderate ID, as well as make suggestions for future research in regards to this special population of students. Implications and findings will be discussed.