The relationship between achievement and cultural, ethnic/racial, and linguistic diversity cannot be ignored given that students who struggle to learn are often the ones that are referred to special education even though the failure may not be due to a disability on the part of the student (Presidential Commission on Special Education, 2002). In particular, Fierros and Blomberg's article, "Restrictiveness and Race in Special Education Placements in For-Profit and Non-Profit Charter Schools in California," presents readers with urgent concerns regarding the overrepresentation of minority students in Special Education. After a review of the authors' findings, this commentary presents an overview of considerations relevant to pre-referral interventions grounded in the field of culturally responsive instruction as well as suggestions for the professional development of teachers, both general education teachers and special educators, relevant to addressing the needs of students from diverse ethnic/racial, socio-cultural, and linguistic backgrounds.