Long-term English Learners (LTELs) are the largest population of English learners (ELs) in secondary grades. In California, approximately 30 percent of these students are dual- identified, meaning they are identified as having a disability and being an EL, with a historical overrepresentation in the learning disability (LD) category. Despite the growing size of this population, little is known about the academic outcomes of LTELs with LDs in high school contexts, and this group remains unexplored in the absenteeism literature. Using student-level longitudinal data from four large school districts in California, this study explores absenteeism patterns among EL-classified students and students with LDs in high school. We further investigate whether these patterns vary for LTELs and former EL students (RFEPs) with LDs. The findings indicate that LTELs and RFEPs demonstrate lower absenteeism rates than non-EL students across grade levels. However, when comparing absenteeism specifically among dual- identified students, LTELs with LDs experience significantly higher rates of school absences in later high school grades than RFEPs with LDs.