Additional learning problems are common in children who are deaf or hard of hearing (HoH). This higher rate of additional disabilities beyond the general population may be related to the overlap of causes for hearing loss, such as prematurity, that also can impact child development. Delayed identification of atypical learning strategies impacts appropriate interventions for all of a child's needs and, furthermore, may impact communication strategies, thus negatively impacting language outcomes. In this article, I outline some red flags for additional disabilities in children who are deaf or HoH. I will present an algorithm for thinking systematically through causes of slow language progress in children who are deaf or HoH to guide professionals who work with children. I will stress strategies to identify expanded team members and collaborate towards improved outcomes for children with different learning needs.