The purpose of this research was to analyze the experiences of students who are English Language Learners with disabilities in public schools. Research Methodology consisted of an in-depth case study analysis of two students of Hispanic descent who attend a rural elementary school in North Carolina. All former teachers of the two students and their parents were interviewed as a part of this qualitative research study. Results of the study showed that teachers overall concur that they have not received appropriate or adequate training on how to meet the needs of students learning English as a Second Language; therefore, they lacked knowledge about how to distinguish a language barrier from a disability. The data also revealed that teachers agreed that a more proactive, preventive approach needs to be employed in order to fully meet the needs of students who are learning English as a Second Language and are students with disabilities. Teachers must be taught how to understand cultural and linguistic diversity in addition to how to distinguish key features of a learning disability. Other significant results consisted of the vital importance of parental involvement opportunities for bilingual parents. Findings from this study support that bilingual parents are operating in a survival mode and supporting their children to the best of their knowledge but need additional support and teaching so that they understand how to support the education of their child in first and/or second language at home. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].