This archival data study examined the relations between cognitive abilities and math reasoning for Hispanic English learner (EL) students in grades 1 through 5 with an identified learning disability. The 295 student participants were referred for an initial psycho-educational Spanish or English evaluation due to academic concerns by their school staff or by their parents. The results were analyzed using multiple regressions for their contribution to math reasoning ability. For students assessed in English, the best predictors for Math Reasoning were Lexical Knowledge (VL), General Sequential Reasoning (RG) Perceptual Speed 1 (P), Ideational Fluency (FI). For students assessed in Spanish, the best predictors for Math Reasoning were Lexical Knowledge (VL), Associative Memory (MA), Memory Span (MS), and Phonetic Coding (PC). By understanding the significant cognitive predictors for each group, educators can more effectively plan instruction to meet the needs of these students.