The purpose of the present study was to investigate the validity of the Culture-Language Interpretive Matrix (C-LIM; Flanagan, Ortiz, & Alfonso, 2013) when applied to scores from the Kaufman Assessment Battery for Children, 2nd Edition (KABC-II; Kaufman & Kaufman, 2004). Data were analyzed from the KABC-II standardization sample as well as a sample of students referred for special education consideration. Participants were between 7 and 12 years of age and included Spanish-speaking English language learners (ELL) and native English speakers. Reliability, diagnostic utility statistics, and receiver operating curve (ROC) analyses were examined to determine whether the C-LIM provides an efficient and correct classification of ELLs and non-ELLs. Consistent with other recent studies, results did not support the use of the C-LIM pattern as a tool for determining the validity of KABC-II scores for ELLs. As such, school psychologists are encouraged to consider alternative methods when assessing and making special education eligibility decisions for ELLs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]