Latinx students are being over-identified as students with disabilities in our current K-12 educational system by as much as eight times that of their White peers. Students served in a more restrictive environment, such as special education, see poorer outcomes than those in a general education setting; therefore, expanding equitable access and opportunities through the use of a tiered system is the best approach to support Latinx students. Race (Cole et al., 2021; Kramarczuk Voulgarides et al., 2017). As the student population continues to diversify, Latinx students face challenges in our education system that have not been addressed (Kramarczuk Voulgarides et al., 2017). Using Critical Race Theory and Latinx Critical Theory as a framework, the purpose of this study was to follow one district's journey as they begin to implement a tiered system of support to address their current status of significant disproportionality for overidentifying Latinx students in special education. The data analyzed were collected from a questionnaire and interviews of district educators. The study: (1) highlighted the ways that the district is currently addressing the need to create equitable opportunities for all students; (2) outlined the challenges of introducing a tiered system, including challenges related to the 2020 school closures; and (3) determined the characteristics needed to sustain this tiered approach. Recommendations focus on Latinx students and families and how a Multi-Tiered System of Support (MTSS) can support Latinx students remaining in a general education setting to the greatest extent possible. [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.]