Providing accommodations during assessments for students with disabilities has long been a standard requirement in federal education legislation. Providing assessment accommodations for English learners (ELs), on the other hand, is a newer requirement appearing only over the past few decades. As such, state assessment policies vary widely in terms of what accommodations are permitted for ELs on state assessments. The purpose of this literature review is to examine the published EL accommodations literature between 2010 and 2018 to provide an updated overview of research trends on this subject. In this review, the authors examine the purpose of each study, the type of assessment measured, the content area assessed, the type of linguistic support accommodation examined, the characteristics of the research sample and the participants, the type of research design, the findings, and the author-identified limitations. A key recommendation for researchers is to address the need for more studies on effective accommodations decision-making processes for individual ELs with varying characteristics. Additional recommendations for future research include the need to ensure the collection of accurate information documenting student use of available accommodations and an emphasis on the continued need for more studies in this area.