According to the Pew Research Foundation (2019), as many as 60 million Latinxs/Hispanics are living in the United States, constituting approximately 18% of the population. This figure is expected to grow to 119 million by 2060 and constitute 28.6% of the population (Mental Health America, 2020). Between the years 2000 and 2017, Latinx/Hispanic students increased from 16% to 27% of public school enrollment, while White students decreased from 61% to 48%, and Black students decreased from 17% to 15% percent (National Center for Education Statistics [NCES], 2020). As the Latinx/Hispanic population continues to surpass the growth of other racial/ethnic groups within education, all educators, including school psychology practitioners and trainers, should understand the intersectionality of language, culture, socioeconomic status, and other identities when considering the provision of services to the Latinx/Hispanic communities (Cho et al., 2013). Research shows that Latinx/Hispanic youth tend to present higher rates of mental health disturbances in schools compared to non-Latinx/Hispanic youth, including adjustment, anxiety, and depressive disorders (Center for Health and Health Care in Schools, 2011); nonetheless, Latinxs/Hispanics are less likely to seek support. The goal of this article is to provide a snapshot of cultural considerations for effective mental health service delivery within the realm of school psychology.