The wide range of languages, cultural backgrounds, and educational experience of the children attending the United Nations International School, a college preparatory school with students from over 100 countries, requires adaptation in assessment, placement, and curriculum practices. Students in this school face, in addition to the usual adolescent adjustments and anxieties, some unique problems due to the international nature of the school and its lack of cultural homogeneity as well as to the different and sometimes conflicting demands of two other subcultures, namely, the city of New York and the home environment. Many students have already attended a number of schools and may also suffer from homesickness. In this situation, counselors must come to terms with their own biases, refute cultural generalizations, step outside their own cultural boundaries, and free themselves from cultural biases. Assessment and placement provide special challenges because of the diversity of students' educational backgrounds and languages, their lack of familiarity with American testing practices and language, and different writing and notational systems. The search for appropriate testing approaches and instruments is a constant one, and an item bank is currently being developed for future test construction and adaptation. Sample items from several tests are appended. (MSE)