Selective mutism (SM) is a childhood anxiety disorder characterized by the persistent failure to speak in situations where speech is typically expected (e.g., school), despite speaking in other situations (e.g., home; American Psychiatric Association [APA], 2013). Immigrant children are more likely to be diagnosed with SM than the general population (Mayworm, Dowdy, Knights, & Rebelez, 2015). With this difference in mind, along with the fact that schools in the United States are becoming increasingly diverse and serving a growing number of immigrant children (Child Trends, 2014), school professionals should pay particular attention to this population when identifying and treating SM. Diversity in Development and Learning is a foundational competency in school psychology service delivery; therefore, it is especially important for school psychologists to attend to the unique needs of immigrant children through assessment and intervention practices. This article introduces selective mutism and cultural considerations with immigrant children.