This paper discusses some of the problems involved in the testing of minority group children, focusing on the testing of bilingual minorities and emphasizing the special problems involved in testing Hispanic children. Considered are a variety of ways in which tests have been misused and misinterpreted in working with these children. It is suggested that even tests designed specifically for bilingual children are generally inadequate in design and interpretation. In addition to describing these testing deficiencies, the paper presents a discussion of ways to improve the use of existing testing instruments with Hispanic children and illustrates alternate methods of developing tests for use with minority groups. (BD)