California's Proposition 227 (1998) has affected the education of many English language learners (ELLs). However, the extent of Proposition 227's influence on special education planning and practice is unclear. ELLs who have moderate to severe disabilities face major communication obstacles. The present qualitative study looked specifically at the impact of California's Proposition 227 and the Individuals with Disabilities Education Act (1990) on special education teachers' educational planning, assessments, and classroom practices for students identified as ELLs who have moderate to severe disabilities. Findings indicated teacher misinterpretation of Proposition 227, resource scarcity, a lack of administrative support, and the exclusion of parents from decisions regarding which language should be used to instruct ELLs with moderate to severe disabilities.