Though "Lau v. Nichols (Lau)" has garnered substantial educational gains for multilingual learners (MLs), we address two limitations. Namely, there is a need to historicize the interlocking language, ability, and racial differences and to examine MLs through an intersectional lens. We delineate the historical entanglements of language, race, and disability that continue to shape practice. We then demonstrate the limits of "Lau's" unitary lens by discussing the figured world of MLs using exemplars from our research to illustrate how MLs may not benefit from its full protections. We conclude with recommendations for reconceptualizing "Lau's" potential as an intersectional equity tool for all MLs.