Purpose: The authors provide a review of the psychometric properties of 6 norm-referenced tests designed to measure children's phonological error patterns. Three aspects of the tests' psychometric adequacy were evaluated: the normative sample, reliability, and validity. Method: The specific criteria used for determining the psychometric adequacy of these tests were based on current recommendations in the literature. Test manuals and response forms were reviewed for psychometric adequacy according to these criteria. Results: The tests included in this review failed to exhibit many of the psychometric properties required of well-designed norm-referenced tests. Of particular concern was lack of adequate sample size, poor evidence of construct validity, and lack of information about diagnostic accuracy. Conclusions: To ensure that clinicians have access to valid and reliable tests, test developers must make a greater effort to establish that the tests they design have adequate psychometric properties. The authors hope that this review will help clinicians and other professionals to be more aware of some of the limitations of using these tests to make educational decisions.