As the population of English language learner (ELL) students continues to rise, so does the number of ELL students with disabilities. This unique group of students represents over 1.3 million students in the public school system in the U.S. This article focuses on a study, which utilized an exploratory qualitative approach using semistructured interviews to examine the perspectives of school administrators in the Pacific Northwest on equitable educational experiences for ELL students with disabilities. These findings emphasize the necessity for administrators to view themselves as critical players in providing equitable educational experiences, addressing biases, and fostering an environment where every student thrives.