This study examined agreement rates between identified strengths and weaknesses in shared abilities and influences on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC). Sixty-seven students in the first through seventh grades referred for learning disabilities (LD) evaluation were administered the WISC-R and K-ABC in counterbalanced order. For a total of 26 shared abilities and influences in common to both the WISC-R and K-ABC, there were 11 agreements between the two scales and 285 disagreements, yielding an agreement rate of .04. Agreement rates of .04 were also obtained when strengths and weaknesses in shared abilities and influences were analyzed separately. Major factors contributing to this lack of agreement were differences in the contexts and formats of the subtests for similar abilities on the two instruments. These differences may be critical to student performance. The results are discussed in light of their implications for interpretation of the WISC-R and K-ABC. (Author/JAZ)