Oral language skills are important to consider in school psychology practice, as they are directly tied to many areas of academic functioning. For example, research has demonstrated that oral language skills in early elementary school predict reading comprehension in later grades (Kendeou, van den Broek, White, & Lynch, 2009). With a flourishing of language testing in the past 30 years, a rich variety of assessment tools have been developed for use in language assessment (Bachman, 2000). This rise in the amount of instruments from which professionals can select calls for thorough review of the merits and drawbacks of using certain measures. This article presents a review to examine the utility of the "Test of Language Development-Intermediate: 4th Edition" (TOLD-I:4) for practitioners, with particular emphasis on its relevance for school psychologists.