In this article we explore the application of Cattell-Horn-Carroll (CHC)-based cognitive assessment to school psychology practice. We review the theoretical literature to address both identification practices, with a focus on learning disabilities and mental retardation eligibility, and program development, with a focus on linking assessment to intervention design. We present case studies that illustrate the application of CHC-based cognitive assessment to identification and intervention development. (Contains 1 figure and 3 tables.)