Part of understanding the issues that surround the implementation of transformative federal mandates such as the No Child Left Behind Act of 2001 (NCLB) is the accumulation of sound, evidenced-based findings that are coupled with rich descriptive explanatory findings. By doing so, the research community supports educational practice to continually improve student academic results. A beginning point in the development of important research questions that generate useful findings for educators is an understanding of what data-based information exists and where the gaps are. The purpose of this report is to describe a review of the literature that pertains to the inclusion of ELLs with disabilities in states' large-scale assessment programs. In doing so, the report first describes any literature that addresses the participation of ELLs with disabilities in statewide testing that is used for accountability purposes. As a second step in the literature review, any literature pertaining to ELLs with disabilities is also considered in order to identify gaps in the knowledge base that point to necessary next steps in research.