This paper sets forth guidelines regarding the use of interpreters/translators for use in assessment of students from linguistically and culturally different environments. Training components for such personnel are listed according to general knowledge, cultural knowledge, and specific skills. Limitations of using a third party in the assessment process include variation in interpretations and translation and the time consuming nature of the involvement. Do's and don'ts are offered, and the basic concepts related to the process of interpreting and translating are examined. Typical duties of interpreters (including involvement in parent-school conferences) and translators (including making written idiomatic and literal translations from and into the target language) are listed. Concluding remarks focus on minimum qualifications and the ethics and standards of the position for paraprofessionals. (CL)