With the growing demand for and use of computer-based language tests (CBLTs) comes the need for clear guidelines to help educators as they attempt to select appropriate tests to assess their students with respect to their second- and foreign-language (L2/FL) teaching-learning goals. The purpose of this article is to provide guidelines to educators who are seeking appropriate CBLTs to assess language proficiency in the classroom. We begin with an introduction that includes a brief word about our intended audience, our rationale for creating this set of guidelines, and the development procedure used. We continue with a discussion of some relevant assessment criteria and conclude with a few summary remarks. Finally, we present a "CBLT Selection and Use: Guidelines Summary Table" composed of questions to ask and an accompanying checklist. (Contains 1 note.)