How do school professionals distinguish between social, communication, and behavioral differences observed in typically developing English language learners (ELLs) and those ELL students with autism spectrum disorder (ASD)? Informed consideration is necessary to avoid inaccurate identification and to ensure appropriate supports are provided; however, little attention has been paid to this topic. Amongst Latino children in particular, ASD is thought to be under identified. This discrepancy may result in limited access to critical intervention services that could improve the functioning of the individual across the lifespan. Differences in language acquisition, social communication, pragmatic speech, socialization, behaviors, and nonverbal communication may be observed in typical ELLs as well as students with ASD. This article will provide a comparison of manifestations of normative second language acquisition (SLA) in ELL students and social communication deficits and behaviors associated with ASD. Practitioners will gain increased understanding of these subtle functional differences. Recommendations for specific assessment procedures are included as well as recommendations for future research.