Professional organizations and federal legislation stipulate that assessments of all students must be fair and unbiased. Although these entities provide guidance, there continues to be a gap between guidelines and practice. This article examines the nature of culturally competent practice with Ebonics-speaking youth. Many school psychologists face challenges such as large caseloads, lack of knowledge about Ebonics, and limited access to culturally appropriate assessment materials. The present article fills this gap by providing practitioners with information on the history of Ebonics, implications for the students they assess, and practical ways to address these issues with limited resources. (Contains 2 tables and 1 figure.)