When considering whether a student is eligible for special education, it is absolutely essential that a school psychologist consider what is primarily driving the student’s educational needs: are the needs caused by a disability, or are they caused by something else—a so-called limiting factor? If the latter, the child should not be made eligible for special education. Limiting factors include being limited English proficient; lack of school experience; poor school attendance; environmental (including home life, homelessness, and substance abuse) deficits; cultural issues; and economic disadvantage. What happens if a student whose needs are caused primarily by a limiting factor nevertheless is made eligible for special education? How do you address complex profiles where the student has a disability but also is being affected by a limiting factor? How does the need to analyze limiting factors impact the conduct of the assessment and choice of assessment measures? How do you write about and discuss with parents limiting factors of a sensitive nature (such as an unstable home life)? These and other topics will be addressed in this workshop geared specifically to school psychologists.