There is a growing concern in US schools about the over-identification and under-identification of English Learners (ELs) with disabilities (Hoover & Klingner, 2011; Hamayan, Marler, Sanchez Lopez, & Amico, 2007; Artiles & Ortiz, 2002). US Department of Education, National Center for Education Statistics data (2017) shows that the percentage of ELs that attend public schools has increased from 3.8 million (8.1%) in the fall of 2000 to 4.8 million (9.5%) in the fall of 2015. The US Department of Education National Center for Education Statistics (2018) data indicates that in the fall of 2015, some 713,000 ELs were identified as students with disabilities, representing 14.7 percent of the total EL population enrolled in public schools. There are several issues that contribute to the over-identification or under-identification of these students. This Exploring Equity Issues explores some of the factors contributing to this problem. Recommendations for appropriate identification are also discussed.