An exploratory and descriptive study is reviewed which examined the identification and placement of 334 limited English proficient Hispanic students (grades 2-5) in learning disability programs. Ss' eligibility folders were examined to determine why they had been referred initially, how they were assessed, and to document the initial placement decision. District policies related to referral, assessment, and placement were also examined. The bulk of the report presents specific research questions, identifies data and statistical treatment, and summarizes results for the following topics: referral (most frequent reasons, grade and age level, retention history, socioeconimic background of referred students); comprehensive individual assessment (types of tests administered, language used to administer achievement and intelligence tests, scores on specific commonly used psychometric instruments); and placement (primary and secondary handicaps, makeup of referral and ARD (Admission, Review, and Dismissal) Committees. Recommendations for policy, practice, and research in pre-referral and referral, assessment, eligibility criteria, and placement committees conclude the report. (CL)