The objective of this study was to develop a highly reliable instrument for primary grade students which was relatively culture free and could accurately identify each child's dominant language. In addition, it should provide normative data regarding the child's fluency in his two most predominant languages. This test, known as the Test of Language Dominance, was simultaneously developed in English, Navajo, Spanish, Yupik and Zuni. Items which did not indicate satisfactory statistical rigor during the pilot test phase were removed or modified. The test is divided into Part I (receptive verbal ability) and Part II (expressive verbal ability). Part I, which features progressive item difficulty, is group-administered to children who respond by marking one picture out of the four which the administrator describes. Part II is individually administered with each student naming as many things as he can in a given domain in one minute. The test must be administered by a person fluent in both of the languages being assessed. Standardized directions are provided; and scoring is objective and extremely simple. In pilot testing, run with over 1000 students, test reliability was .75 in English and .94 in other languages. The validated version of the TOLD has now been translated into 15 additional languages. (MV)