Often the consideration of assistive technology devices and services during the individualized education program (IEP) process is overlooked. Because the Individuals with Disabilities Education Act (IDEA) authorized this consideration, IEP team members must be keenly aware of the importance they hold in providing this valuable input. Thus, IEP team members require expertise in the processes that lead to quality decision-making concerning using assistive technology for the diversity of students with disabilities. This article discusses models and procedures for implementing a system to effectively evaluate whether a student with a disability will benefit from assistive technology services and/or equipment as well as considers the implications for families from diverse cultures.