Testing Spanish speakers presents certain challenges common to all testing circumstances involving test takers whose first language is not English. In addition, some unique challenges arise because there are many subpopulations of Spanish speakers both inside and outside of the United States. Spanish as spoken in Spain differs from that spoken in Mexico, which differs from that spoken in Puerto Rico, which differs from that spoken in many other parts of the United States, and so on. By extension, Spanish speakers living in the United States also differ on various cultural and linguistic dimensions, thereby comprising several subcultures whose members should not be viewed as a single or unified ethnic group. Although spoken Spanish often varies by subcultures in terms of intonation, speed, and pronunciation, Puente and Ardila (2000) note that there is a standard form of Spanish that typically is understood by all Spanish speakers. However, standard Spanish is used infrequently, so its use in testing may feel unnatural to test takers and may come across as overly formal and off-putting (Cofresi & Gorman, 2004). The discussion presented in this article describes issues and considerations that school psychologists should contemplate and address when preparing to evaluate individuals whose native language is Spanish.