This article presents a brief overview of the No Child Left Behind Act (2001) requirement that schools use instructional strategies based on scientifically-based research (SBR) to improve the academic performance of students. Controversies resulting from the definition of SBR, complexities encountered in conducting research in schools, and the dearth of research specific to culturally and linguistically diverse (CLD) students in general and special education are discussed. Recommendations follow for enhancing the availability and the quality of SBR for CLD students, including those with disabilities.