Changing demographics in American school systems necessitate educators to better prepare themselves to work with students from diverse backgrounds. Moreover, culturally diverse (CD) students are disproportionately represented in special education, indicating a need to investigate assessment for identification purposes. We, the authors, believe that examining current research in higher education will highlight the need for effective special education teachers prepared to teach CD learners with challenging behaviors. This article is a review of existing literature related to educating CD students with challenging behaviors and preparing special education teacher candidates for this population.