This mixed methods study examines factors associated with student learning outcomes for Mexican American students in the public elementary schools. The problem of disproportionate identification of cultural and linguistically diverse students in special education is addressed. This study looks at 23 third and fourth grade students by means of a retroactive educational records review; an interview with a sub set of educators and parents and the use of member checks with a select group of adult participants to evaluate the validity of the interpreted results. The results from this study affirm the effect of categorical factors previously described in the literature as having positive or negative effects of academic achievement and identifies specific team practices associated with academic student outcomes for thirteen educational teams.