This article explores the potential of Multitiered Systems of Support (MTSS) to address the academic needs of culturally and linguistically diverse (CLD) students. The authors emphasize that while MTSS offers a promising framework through early identification, data-based interventions, and progress monitoring, its implementation must be equitable to fully benefit CLD students. Several key themes are highlighted across the article, such as the need for validated assessment tools that account for students’ English language proficiency and their home language. The article underscores the importance of culturally responsive instructional practices and accurate screening measures to prevent misidentification of special education needs. It also stresses the necessity of using data from multiple sources, including English language proficiency and home language assessments, to make informed decisions about student support. The authors advocate for an expanded research agenda to ensure that MTSS practices are inclusive of CLD students and address challenges in implementation. By fostering equity within the MTSS framework, educators can more effectively support the academic and social success of linguistically diverse learners.