Through an ethnographic study of one suburban elementary school, the delivery of services to English language learners (ELLs) with disabilities was investigated. The data analysis revealed that often disability-related and English as a Second Language (ESL) services were in contention, as scheduling, teacher expertise, school culture, and ESL program models often resulted in the prioritization of services. Consequently, ELLs with disabilities were not positioned as learners with Second Language Acquisition (SLA) and disability-related learning needs. The findings of this study indicate the need to promote a more robust understanding of the legalities of ESL services for school personnel and to develop teachers' knowledge of pedagogical approaches for ELLs with disabilities from an interdisciplinary and integrative perspective.