As schools seek to bridge the cultural and linguistic gap between special educators and students at the intersections of learning and language, the case described in this article illustrates how educators can continue to apply one of the key tenets of special education, the strengths-based approach. The hegemony of English has become so pervasive in American society that the prioritization of English, at the cost of additional linguistic resources, largely goes unnoticed or problematized. This case highlights the harmful repercussions aiming only for English language proficiency can have on the social/emotional, functional, and academic outcomes of a bi/multilingual English learners (b/mELs) with a disability. Practicing critical consciousness inherently requires a commitment to action. The Consciousness Decision-Making (CCDM) Model provides education professionals with a process for engaging in the individualized education program (IEP) process with a language-as-resource stance, no matter their bilingual background, training in bilingual language development, or prior experience in bilingual schools. By implementing this model, districts, administrators, and special educators can lead the way to truly create equitable learning environments that are inclusive of students' holistic cultural and linguistic profiles, leading to lifelong benefits in the academic and personal lives of bilingual/multilingual English learners.