A study designed to assess the concurrent validity of the Home Bilingual Usage Estimate (which measures the amount of language spoken) in relation to the Dos Amigos Verbal Language Scale (which measures the quality of language spoken) was conducted with a sample of Spanish-surnamed exceptional children from a lower-middle class elementary school in the Southwestern United States. Taken from a predominantly Spanish-surnamed school and neighborhood, the sample included 7 boys and 7 girls whose mean chronological age was 118 months. Parents of each child were also interviewed in an attempt to determine the relationship between students' and parents' responses to the Home Bilingual. Interviews were conducted in English and Spanish with both children and parents. Data revealed no significant difference between the students' scores and the parents' estimates and implied that the Home Bilingual may be administered to the child rather than to the parent with equal success. There was a positive relationship between the two tests when they were administered in Spanish but not when they were administered in English. Thus, the Home Bilingual had more validity for measuring language dominance in Spanish than in English. Low scores on both the Spanish and English portions of the Dos Amigos implied that the subjects had only a surface knowledge of both languages. Although test scores were poor, other evidence indicated that the children were able to use their existing linguistic skills for communicative purposes. (CM)