This article examines the complexities of providing services to English language learners (ELLs) with special needs in a bilingual school. The study, based on an ethnographic case study of a bilingual charter school. Over the course of seven months, the author conducted classroom observations, interviews, attended school meetings, and collected various school artifacts. The participants of the study consisted of five focal teachers including classroom teachers, Special Education teachers, and ESL teachers and eight focal students from first to third grade all identified as ELLs with special needs. The study revealed that despite the school’s commitment to bilingualism, students with special needs often face multiple disadvantages. These students, who require both linguistic and disability-related support, receive compromised services due to limited resources and conflicting priorities. The school struggled to provide adequate bilingual and special education support simultaneously. Teachers and administrators frequently prioritized special education over language development, which led to inadequate bilingual instruction for ELLs with special needs. Furthermore, services were inconsistent, particularly during Spanish instruction, where special education supports were lacking. The study highlights the need for teacher education programs to better prepare educators to meet the interdisciplinary needs of ELLs with disabilities, ensuring that both language development and disability accommodations are addressed. The article emphasizes that equitable education for ELLs with special needs requires schools to implement bilingual and special education programs with fidelity and balance.