School psychologists are increasingly tasked with assessing, supporting, and intervening with dual language learner (DLL) students, their teachers, and their families. Understanding the assets of bilingualism along with multiple issues associated with comprehensive practice with DLL has become paramount. Currently, practitioners often lack the depth in knowledge of cultural variables, dual language acquisition, knowledge of programs to effectively serve DLL students, bilingual assessment, and research and evidence-based practice to serve DLLs competently, as well as depth in second language competence. This white paper, endorsed by the School Psychology Educators of California (SPEC) and the California Association of School Psychologists (CASP), outlines areas of competence deemed to be essential to all psychologists, as well as additional areas of competence for practitioners identifying themselves bilingual school psychologists.