In 2021, 10.6% of students in kindergarten through 12th grade in the U.S. (roughly 5.3 million children and youth) were multilingual learners (MLs; U.S. Department of Education, 2024). One foundational academic skill area in which MLs too often experience difficulty is reading (Boon & Barbetta, 2017). Among MLs with disabilities, national data continue to show that they are most likely to be identified as having a learning disability (LD)—particularly in reading (U.S. Department of Education, 2021). Reading is an essential skill for students’  success in school and in life. As such, identifying effective interventions to support MLs’ reading is critical. This is especially true for high-school-aged MLs, as they are expected to acquire/master academic vocabulary that is content-specific while navigating learning a new language (Bowman et al., 2010). We conducted a systematic review of reading interventions focused on MLs with disabilities in high school. In this session, we will share the following from our review: (a) characteristics of MLs (e.g., native language, English language proficiency), (b) characteristics of reading interventions for MLs (e.g., treatment fidelity, duration and intensity, and social validity), and (c) MLs’ reading outcomes (viz., reading fluency, reading comprehension, and vocabulary).