The increasing number of Mainland Chinese immigrant children with difficulties in Hong Kong schools mandates understanding of the complex interactions between cultural-linguistic differences and disabilities. This case study adopted narrative inquiry to probe deep into participants’ lived experiences to reveal that the special education teacher was primarily concerned about the student participant’s difficulty associated with his disabilities, totally unaware of the impact of her limited proficiency in the child’s first language. Researchers called for government policies to integrate special and multicultural teacher education. Copyright © 2013 The Authors. Published by Elsevier Ltd.