Dual Language Learners (DLLs) are a growing population in the U.S. school system and increasing numbers of DLLs are referred for the assessment and treatment of problem behaviors. However, limited research has been conducted regarding the nature of cultural and linguistic influences on functional behavior assessment (FBA) and intervention. We conducted an FBA and intervention with a 4-year-old Spanish-speaking male preschooler in a Head Start setting referred for aggression and social deficits. We documented adaptations and considerations for a culturally and linguistically responsive, as well as effective assessment and intervention. Results indicated that these adaptations appeared beneficial and problem behaviors reduced during session and across the day. Recommendations for practice and future research are provided.