This article is a brief account of the use of Bloom's Taxonomy of Educational Objectives (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) by staff of the Law School Admission Council in the 1990 development of redesigned specifications for the Reading Comprehension section of the Law School Admission Test. Summary item statistics for the test items developed based on these specifications from 1991 to the present are also presented. These statistics offer evidence that this application of Bloom's Taxonomy to the development of test specifications was useful and helped achieve testing goals, although with limitations. (Contains 7 figures and 1 footnote.)