This chapter is about bilingual special education. The joining of bilingual education with special education provides an interesting example of what should not happen in terms of educational reform and evolution (Skrtic 1991; Elmore 1996). However, the flawed interface between bilingual and special education in the United States provides the basis for a unique form of critical dialogue between the United States, Mexico, and Latin America about the education of children who do not thrive in general education programs and who subsequently wind up in remedial classrooms or in special education.