This paper reviews statutes and recommended practices established by the Illinois State Board of Education for the identification of learning disabilities (LD) in culturally and linguistically diverse exceptional (CLDE) students, and reports the findings of a survey on LD bilingual services provided to Hispanic students in the Chicago (Illinois) Public Schools and surrounding districts. Such assessment variables as discrepancy criteria, processing criteria, and sociocultural factors are considered. The paper discusses the prevalence of Hispanic students enrolled in bilingual special education and possible factors impacting on their level of representation. A survey of 20 Chicago and area public schools, with approximately a 50% return rate, collected data on the types of services provided to CLDE students in LD. The study focused on types of programs, length of existence of the programs, numbers of students enrolled, professionals involved in the utilization of standardized tests for LD identification, criteria utilized for LD identification, instruments utilized for language proficiency evaluations, instruments and procedures utilized for educational assessments, and instructional materials utilized for the instruction of academic subjects. The paper concludes that state-mandated nondiscriminatory assessment and placement procedures are not being exercised, and that program availability appears to be the determinant factor in student placement. (Approximately 75 references) (JDD)