Given the increasing number of students with disabilities from diverse cultural backgrounds who are being served in special education settings (Harry, 1992), professionals have begun to focus attention on processes and strategies for ensuring culturally sensitive assistive technology (AT) decision-making (Parette, Huer, & VanBiervliet, in press; VanBiervliet & Parette, 1999). If professionals accept the basic tenet that an understanding of culture, both in terms of milieus/environments and family perspectives, is integral to more effective AT decision-making, one aspect to the dimension of culture that is little understood, and remains to be explored, is acculturation. Acculturation has been described as a powerful determinant of attitudes and behaviors and it affects many aspects of child and family functioning (Smart & Smart, 1992a). This article focuses on a discussion of the process of acculturation and its relationship to AT decision-making. A range of influences on the complex acculturation process is noted, along with a discussion of socioeconomic status and its relationship to acculturation. Finally, specific recommendations having relevance to AT teams are presented.