Multilingual learners in U.S. public schools have been growing in number and diversity of demographics (e.g., languages spoken, countries of origin) over the past decades. Despite the increase in multilingual learners, as well as children with autism, limited research has been conducted on this population. Given the challenges of differentiating social communication delays from language acquisition processes, the assessment of multilingual learners for autism is complex. This chapter provides an overview of the various cultural and linguistic considerations for school psychologists to advance equitable autism evaluations for multilingual learners. The chapter summarizes each of the main areas of an autism evaluation and the ways in which school psychologists can consider the implications of culture and language on autism identification. School psychologists will also receive guidance on promoting family-centered practices, interprofessional collaboration, and implications for practice and training.