Disproportionate representation and educational inequity are issues embedded in the history behind current services provided to students who are culturally and linguistically diverse with complex support needs (Artiles et al., 2005; de Valenzuela et al., 2006; Hosp & Reschly, 2004; Klingner et al., 2005). Research has shown that English learners with disabilities should have access to both special education and Title III services as required by law (de Valenzuela et al., 2006, 2018, 2016, 2022; de Valenzuela & Copeland, 2018; Kangas, 2014, 2018, 2019, 2021). Because there is very little research focused on the needs of English learners with complex support needs (Rivera et al., 2019), this study adds to existing literature. This quantitative study uncovers issues of educational inequities related to: (1) the identification of these students as English learners; (2) their access to Title III services; and (3) the instructional settings in which they are educated for culturally and linguistically diverse students with complex support needs. Disaggregated student level data from a large school district in the southwest from the 2018-2019 school year was used for cross-tabulation comparisons using Pearson Chi-squared statistical test for association. Results from this research suggested that students in the district identified with Intellectual Disability (ID) or Multiple Disabilities (MD) were less frequently identified as English learners, parents of children identified with Autism (ASD), Developmental Delay (DD), ID, MD, or Traumatic Brain Injury (TBI) were more likely to opt out of Title III services, and English learners with a disability were less likely to be re-designated as fluent in English. Additionally, English learners identified with ASD, ID, and MD were placed in the most segregated special education setting at a higher rate than students with other disabilities. Additional analyses suggested: (a) slightly more male students were placed in the most segregated setting; (b) Asian students were mostly placed in the least segregated setting; (c) and American Indian/Alaskan Native, Black or African American, and students identified as Two or more races had the highest percentage of students identified with a disability than other race/ethnicity groups. Results suggested that to protect the rights to services for students who are culturally and linguistically diverse with complex support needs, clear guidance from district documents on policies should be provided to schools so that federal laws and regulations are not misinterpreted by school administration and teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]