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Twice Challenged explores the of practices used to refer English Learners (ELs) for special education services and factors contributing towards the disproportionate representation of ELs in special education. The experiences of one district's administrators and teaching staff were examined to identify processes existing for English language supports, special education referrals, and evaluations. An analysis conducted through the theoretical lens of critical pedagogy uncovered organizational frameworks necessary for improving EL achievement, solving academic problems, and adequately considering linguistic and cultural factors when considering referrals to special education. This study offers a systematic method for addressing ELs presenting with persistent academic problems to account for linguistic and cultural differences without assuming the presence of a disability.