The No Child Left Behind Act's emphasis on universal standards of academic performance, defined as proficiency in grade-level core curriculum and state academic assessments, challenges general education program personnel to higher standards of professional practice. Because schools must report student achievement by subgroups, including students with disabilities and English language learners (ELLs), reform efforts have increasingly focused on closing the achievement gap between these subgroups and mainstream peers. However, little information is available about the qualifications of teachers who serve ELLs who also have disabilities. This article delineates critical teacher competencies to address the needs of these students and of ELLs who are at risk for special education placement.