The relationship between the Wechsler Intelligence Scale for Children-III (WISC-III) and the Clinical Evaluation of Language Fundamentals-Revised (CELF-R) was investigated in 53 third graders from students in the 15 educational cooperatives across Arkansas. Additional information regarding race, academic achievement, and aptitude was gathered for each child. A Pearson product-moment was calculated to determine the relationship between the WISC-III and the CELF-R. The results indicated a statistically significant relationship between the Full Scale IQ of the WISC-III and the Total Language Score of the CELF-R (r=0.724, p<0.001). Statistically significant relationships were also found between the language achievement scores and the CELF-R, the Otis-Lennon School Abilities Test-6th Edition, and the Full Scale IQ, plus the various subtests of each measure. An analysis of variance indicated no significant differences in mean IQ scores across educational cooperatives. Results indicate a higher correlation between the WISC-III and CELF-R than had been found between the previous WISC-Revised and the CELF-R. (Contains 2 tables and 15 references.) (Author/SLD)