This study describes the convergent, divergent, and factorial validity of a German C-Test in two parallel versions for German pupils in the fifth grade. The study investigated (1) the correlation between the C-Tests and the school grades in German, grammar, and English and with other language tests (convergent validity); (2) the correlation between C-Tests and intelligence and concentration tests (divergent validity); and (3) the factor structure produced by the tests used and the implications for the factorial validity of C-Tests. It is concluded from the results that despite the limitations of this pilot study, this examination of the C-Tests' factorial validity has produced results similar to those obtained on all previous validity studies of the C-Test, and that a close second-order relationship found between language proficiency and general intelligence is interesting, though not surprising. (MSE)