Students from culturally and linguistically diverse backgrounds are disproportionately identified for special education in the most restrictive placements. These students tend to have the least access to the general education curriculum and experience the greatest levels of school failure. Educators see an obvious need to change this pattern. These students would benefit most from positive, proactive interventions that enable them to adjust to their school's culture and to master the requisite behaviors leading to their success in school. To achieve these ends, teachers and administrators need to acquire cultural competence and skills related to culturally sensitive behavior management and social-skill development. They also need to realize the importance of effective instruction and academic achievement. Because early intervention is most efficient and promising, applications in this article focus on a young child, but the basic principles are equally applicable to older learners. Appended are: (1) What to Consider and Avoid in Managing the Behaviors of Culturally and Linguistically Diverse Learners; and (2) Additional Resources for Managing the Behaviors of Culturally and Linguistically Diverse Learners