The quest for understanding the dynamics of language and the related sociocultural aspects of students with autism continues to be a challenge. Today, the term "autism" refers to a set of descriptions that profile a wide range of children who have impairments in their abilities to initiate and sustain healthy, normal social relationships (Roseberry-McKibbin, 2007). Authorities in the field of autism, namely Kanner and Asperger, described autism as the inability to interact socially. Griffin, Griffin, Fitch, Albera, and Gingras (2006) described children with autism as frequently exhibiting problems in the areas of social, behavioral, academic, motor, and sensory skills. Educators have a responsibility to examine what they know from the research about students with autism, including students from culturally and linguistically diverse (CLD) backgrounds. They must foster an ongoing and systematic awareness that families from CLD backgrounds who have children with autism are not alone. CLD students with autism have three particular and pressing challenges: (1) language differences; (2) cultural differences; and (3) disabilities. The purpose of this review is to create awareness and propose a theoretical framework for analyzing issues concerning CLD students with autism.