The need to reduce unnecessary referrals of culturally and linguistically diverse learners continues to challenge practitioners in today's schools and classrooms. Discerning learning difference from disability is fundamental to reversing the trend of misidentification and misplacement of diverse students in special education. One effective way for practitioners to reduce unnecessary referrals is to deliver culturally-responsive instruction that incorporates standards to address diversity in the classroom. The basis for reduction in referrals occurs as practitioners consider instructional influences associated with cultural and linguistic diversity. (Contains 3 figures and 1 table.)