The Every Student Succeeds Act (ESSA) emphasizes that state and local education agencies (SEAs/LEAs) must provide sufficiently trained staff so that English learners have equal opportunities for attaining English language proficiency and academic achievement across content areas without being "unnecessarily" segregated from non-ELs, thus leading to a well-rounded education. To monitor and evaluate these students' progress toward language proficiency and mastery of grade-level content, all staff--not just specialists in English for Speakers of Other Languages (ESOL)--should have a working knowledge of these culturally and linguistically diverse students' needs. This article begins by asserting that to properly identify these students for appropriate services and address their academic needs, educators must understand a trifecta of factors: disabilities, the language acquisition process for students learning English as an additional language, and cross-cultural differences, including knowing how U.S. expectations and norms for students compare with those of other countries. It goes on to discuss pressing barriers to supporting English learners with disabilities, including funding and professional development challenges. Lastly, given the continuing trajectory of growth in this population of students, the authors propose three overarching courses of action that state boards of education can take to promote excellence, equity, and meaningful access for English learners with disabilities across educational contexts: (1) management of disparate funding streams; (2) ensuring equitable access to services; and (3) revamping licensure.