University systems have been accommodating learning-disabled students for decades, while at the same time holding limited English proficiency students to the same standards as mainstream students. With the increasing prevalence of people in the United States whose dominant language is other than English, there will no doubt be an increase in university students who would be considered ESL (English as a Second Language) students. Much has been written about academic standards and accommodations as they relate to the learning-disabled population. This paper proposes that true cultural responsiveness must include certain accommodations for the ESL students. Building such an organizational culture at the university level would help ESL students to enter professions in which they would clearly be useful.