Prior theory and research suggest that children of immigrants would be at especially high risk for special education placement with learning disabilities. However, their longitudinal special education placement patterns have received scant attention. This study examines temporal patterns of special education placement among children of immigrants, focusing on the timing of special education placement for learning disabilities among first- or second-generation children compared with their third-plus generation peers. Results provide evidence that children of immigrants face comparatively lower odds of receiving early special education intervention services, but demonstrate an increasing risk as the school years progress. This relationship is explained by children of immigrants' frequent participation in English as a second language programs in the early grades.