This paper examines the differences between second-language learners and heritage learners of Russian in terms of their linguistic performance, a finding supported by current research (Andrews, 2001; Kagan & Dillon, 2001/2003), examines the implications of these differences for the creation of testing tools, and offers a sample of a test designed for the author's Russian for Heritage Learners course. Also discussed are the drawbacks of applying traditional grammar tests created for second-language classes to heritage-language-classroom settings and the inability of these types of tests to reflect the unique language strengths of heritage learners. The American Council on the Teaching of Foreign Language proficiency guidelines are suggested as a starting point in creating an assessment test for heritage learners. (Contains 6 tables and 1 note.)