The paper discusses the effects of a specific culture, in this case Chilean, on bilingual handicapped students' responses to test items. Even though the tests used were Spanish translations, Ss' responses were influenced by lifestyles, the educational system, and the physical resources available in the classroom setting. Evidence is cited to indicate that simple translations and adaptations of existing tests result in lower reliability, validity, means, and standard deviations. The author recommends supplementing formal tests with informal ones designed specifically for use in the home country and based on material geared to specific cultural needs. (CL)