Despite the importance of assessment accommodations, little is known about its use in the context of classroom assessments. To provide guidance for teachers on how to best support their emergent bilinguals during classroom assessments, there may be ideas from large-scale assessments that can be used in the classrooms. This article, a targeted literature review, examines themes and evidence relative to assessment accommodations for emergent bilinguals in mainstream classrooms. Based on the purpose of this paper, there are five essential themes in the finding section: 1) linguistic complexity in content-area assessments; 2) definition of assessment accommodation; 3) selection and implementation of assessment accommodations in mainstream classrooms; 4) effectiveness of specific assessment accommodations, and 5) challenges of translating large-scale assessment accommodations to classroom use. Findings suggest the importance of explicitly teaching assessment accommodations and designing assessment languages to maximum accessibility for all students. This article also has implications for future research.