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In over 3,600 schools across the United States, dual language immersion programs are growing in popularity as a viable curriculum option for students, including Black students with disabilities. The problem was the lack of knowledge surrounding how school-based stakeholders provide Black students with disabilities in dual language immersion programs with academic special education services in the partner language and the factors that affect the provision of those services. The purpose of this qualitative study was to investigate how school-based stakeholders provide Black students with disabilities in dual language immersion programs with academic special education services during partner language instruction, and the factors that affect or influence the provision of those services, within elementary public and public charter schools with these programs. The conceptual framework utilized a combination of the theory of intersectionality DisCrit theory, and the Guiding Principle for Dual Language Education. This study was conducted with an interpretive description/general design to collect data through semi-structured interviews and mini focus groups from the six study participants from a dual language immersion program on the East Coast of the United States. The findings revealed perceptions that Black students with disabilities face various obstacles to receiving academic special education services in the partner language, including deficits in the knowledge of Individualized Education Program implementation within a dual language immersion program, staff training, cultural differences, and language difficulties for Black students with disabilities and staff. These findings are important additions to the scant collection of scholarship on the topic and can be used in conjunction with recommended research to provide new insight into the nuanced needs of Black students with disabilities in dual language immersion programs.