One hundred and sixty male high school students, half of them Mexican-American and half Anglo, were administered the Wechsler Adult Intelligence Scale (WAIS), Wide Range Achievement Test (WRAT), and Bender Gestalt. Half of each ethnic group was classified by the public schools as learning disabled and half were in regular classes. The WAIS Verbal, Performance, and Full Scale IQs, all WAIS subtests, Reading, Spelling, and Arithmetic WRAT scores, and Bender errors were analyzed by 19 two-way analyses of variance, with ethnicity and learning disability as the two main effects. Significant differences between ethnic groups were found, with Mexican-Americans scoring significantly lower on Verbal and Full Scale IQ, all Verbal subtests, and WRAT subtests. Few differences in performance IQ or performance subtests were noted. Findings suggested the need for reconsidering the criteria for learning disability classification, including the use of neuropsychological assessment. (Author/CL)