This article discusses the author's belief that the notion of a foreign language (FL) "disability" started with the a priori assumption that there is a unique disability for FL learning and an intimate connection between FL learning and learning disabilities (LD). Educators, clinicians, and researchers were largely uninterested in evidence contrary to the FL "disability" concept and either facilitated or encouraged FL course substitutions and waivers. The empirical evidence has shown that FL "disability" is not an evidence-based diagnosis that reflects severe language learning problems or an academic impairment. Instead, it is an invented "disability" with a flexible definition that expanded the notion of harm and pathologized everyday experiences.