The reactions of many parents to being told that their child might have a developmental delay that needs to be addressed through special education range from shock or disbelief to confusion. This is also the case for Hispanic parents, who often to not understand what is happening or may be unfamiliar with the language in which the information is being delivered. Unfortunately, in many cases. Hispanic preschool children are often placed in special education under the category of developmentally delayed as a result of inappropriate assessment. One reason for this is that many evaluators do not address cultural and linguistic aspects. This article focuses on the components that must be in place for Hispanic preschoolers to receive appropriate assessment and, if necessary, intervention that is characterized by culturally competent practices.