Psychologist Robert J. Sternberg's conviction that American standardized testing does not accurately reflect a child's intelligence or potential is far from theoretical. As an elementary school student in the 1950s, he scored poorly on the ubiquitous IQ test of the time, freezing up when the school psychologist entered the room. Thankfully for Sternberg--and for the field of psychology--an insightful fourth-grade teacher saw past the numbers and recognized his potential. He began earning As, and eventually matriculated at Yale University. Sternberg has studied human intelligence for more than three decades now and is the author of numerous books and hundreds of articles on the relationship between intelligence and creativity, coining the term "successful intelligence" to convey the idea that achievement comes not necessarily from IQ scores and education, but from what he calls the "WISC" model of leadership--wisdom, intelligence, and creativity synthesized. In the world of "No Child Left Behind," many educators are concerned about the tendency to teach only what kids will be tested on. Sternberg states that traditional tests are not bad but they are narrow. He adds that new approaches that incorporate attention to wisdom, practicality, and creativity widen the frame and provide a way for a school to look beyond traditional measures. In this article, the author discusses Robert Sternberg's enlightened approach to admissions testing.