Purpose: The present paper is geared to help speech-language pathologists and other members of the school-based teams to become acquainted with the new educational structure and context in schools today as driven by NCLB [No Child Left Behind Act], and thus, be better prepared to meet the needs of CLD [Culturally and Linguistically Diverse] children. Specifically, the present paper attempts to present the background facts about the NCLB Act, identify pitfalls in its current implementation, and provide recommendations to the school-based teams and administrators to ensure that the needs of the children with limited English proficiency are met despite the limitations and challenges of this Act. Method: This paper is not a data-based study. Instead, in light of the absence of a unifying source of related information for SLPs, this paper was designed to serve as a review of existing literature and leading authorities in the diverse disciplines involved with NCLB. (Results and Conclusions are not presented here as this is not a data-based paper.)