This chapter defines emergent bilingual (EB) students, a heterogeneous group comprising a growing percentage of the US public school population, which includes US-born and immigrant students, as well as students from diverse racial, ethnic, linguistic, and socioeconomic backgrounds. It provides a historical and legal overview to contextualize the educational experiences of EB students. The classification and reclassification process for EB students will be reviewed, including the challenges long-term English learner students encounter as a result of being classified for much of their K-12 schooling. Moreover, this chapter discusses the impacts of disproportionate special education placement and limited access to advanced programming (e.g., AP, gifted and talented). Finally, the chapter concludes with an overview of the book’s structure, addressing EB students and their needs, implementing culturally responsive and culturally adapted interventions, utilizing culturally responsive assessment practices, and collaborating with educators, interpreters, and families to meet the unique needs of EB students.