The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in the United States, is critical. This study tested the metric and scaler invariance of CTOPP-2 scores among school-aged children ( n = 242; 41.3% Spanish-speaking DLL). Results indicate that the CTOPP-2’s three-factor (i.e., Phonological Awareness, Phonological Memory, and Rapid Automatic Naming) measurement structure displays metric and scalar invariance for DLLs. Model fit was improved when the Phonological Awareness and Phonological Memory factors were combined. Implications for future research and the practice of psychoeducational diagnostic assessment with DLLs are discussed.