For this 10th article in the series reviewing recent court decisions concerning appropriate school psychology practice from both professional and legal perspectives, the focus is eligibility under the Individuals with Disabilities Education Act (IDEA). For this purpose, the courts have generally agreed that, based on the definitions in the IDEA's regulations, the essential elements amount to two "prongs": (1) meeting the criteria of at least one of the designated classifications, such as emotional disturbance or specific learning disability, and (2) a resulting need for special education, which in turn is defined as "specially designed instruction," or "adapting ... the content, methodology, or delivery of instruction--(a) To address the unique needs of the child that result from the child's disability; and (b) To ensure access of the child to the general curriculum ..." (34 C.F.R. § 300.39). This article provides a summary of the court case "L.J. v. Pittsburg Unified School District," 2016, followed by questions-and-answers. Based on the information provided in the court case summary, three members of the profession--Dr. Mark Resnick, school psychologist coordinator for the Prince George's County (MD) school district; Amanda Gitkind, doctoral student at Fairleigh Dickinson University; and Donna DeVaughn Kreskey, assistant professor at California State University, Chico--provided their responses to a series of questions. Immediately after their answers for each subpart of the first question is a summary of the relevant ruling in the court's decision for this case.