Advancements in neuroscience and educational research have provided new opportunities to understand and explore dyscalculia, a specific learning disability that impairs students’ abilities in math and numerical operations. Neuroscientific studies have pinpointed critical brain regions, such as the intraparietal sulcus and left angular gyrus, as central to numerical magnitude processing—a fundamental skill for math competence. Furthermore, the frontal, temporal, and occipital lobes are implicated in math tasks, indicating a comprehensive neural network involved in math cognition. Neuroplasticity underscores the brain’s adaptive responses to new learning experiences, which holds significant implications for educational practices, particularly in the instruction of math. Despite expanding research on dyscalculia, there remains a scarcity of empirical data on the effectiveness of interventions and math support programs specifically for students who are English learners (ELs) in U.S. schools. Educational strategies, such as Dynamic Strategic Math (DSM), integrate culturally relevant materials, multisensory learning, scaffolding, and ample practice to enhance math achievement and retention. By synthesizing empirical studies and meta-analyses, this chapter aims to (a) provide an overview of educational neuroscience research on dyscalculia and (b) establish connections between educational neuroscience research and classroom interventions for ELs with dyscalculia.