Historically, neither a positive nor a supportive relationship existed between the population of students designated English language learners (ELLs) and the field of special education. Children's lack of English proficiency was often misinterpreted as a disability and they were referred for special education, whereas others who actually had a disability were misdiagnosed as lacking English proficiency and denied special education services. This article delineates the many problems experienced by ELL students at the identification/referral, evaluation, and placement phases of special education and describes a set of preservice modules that were designed for special education teacher candidates to learn about and develop strategies for working with students of diverse language backgrounds. (Contains 1 table.)