Reliable and valid assessment of individuals who are English language learners (ELL) has presented a dilemma to psychologists, and school psychologists in particular, as it is complicated by the small number of professionals qualified to serve as bilingual examiners. Some psychologists use ancillary examiners during testing when no bilingual psychologist is available to conduct the evaluation, and both the process and the impact of using ancillary examiners need further investigation. This study examined the performance of students under two testing conditions, one with a monolingual psychologist and an ancillary examiner, and another with a bilingual psychologist without an ancillary examiner. Students tested in English, with English as their dominant language, consistently performed better than those students tested in Spanish on sub-tests that required detailed verbal responses. Results also indicated that evaluation format may have an effect on student performance and can lead to different levels of performance. (Contains 1 table and 2 notes.)