The effects of testing on Native Americans and the outcomes of test use are discussed. Native Americans are exposed to a wide variety of tests during their lifetimes, in Bureau of Indian Affairs Schools, in high schools, in employment, and for college entrance and placement. Too much reliance can be placed on tests taken by Native American youth because of an absence of other sources of assessment information. Tests developed and normed with majority populations have built-in errors of inconsistency and bias when used with American Indian populations. Testing itself may cause 5% to 15% of the actual variance in test scores for Native Americans, while other real factors cause high dropout rates, unemployment, and lack of training. A major research effort is needed to determine predictors of test outcomes for Native Americans and the extent and types of test bias. Norms appropriate to Native American populations must be developed. The following important factors must be examined relative to test outcomes: (1) reading ability; (2) native language use and levels; (3) time on task; (4) student motivation; (5) socioeconomic status; (6) environmental factors; (7) the test syndrome; (8) native culture; (9) acculturation; (10) late maturation; and (11) race relations. Nine figures, tables, and charts illustrate the discussion. A 46-item list of references is included. (SLD)