The objective of this case study is to explore the influence of evaluators' beliefs on the diagnosis of language-minority children's cognitive-linguistic development. More specifically, the following five areas are explored: (1) evaluator's cultural and linguistic backgrounds; (2) their beliefs about language-minority children's cognitive-linguistic development and measurements; (3) diagnostic and placement behaviors; (4) ability to personalize questions by making explicit connections between beliefs held and personal backgrounds; and (5) level of awareness of the effect of personality factors on the diagnosis and placement of language-minority children. The major argument underlying findings in this study is that reaching a diagnostic conclusion requires the evaluator to go through an inferencing and interpretation process, especially when currently contradictory evidence is portrayed by qualitative and standardized measurements. Conclusions emphasize theoretical and applied educational implications of this case study for improving our current practices when assessing language-minority students. (Contains 19 references.) (Author)