The purpose of this article is to describe the history, current practices, and future directions in intellectual assessment of children and youth in Mexico. Differences and similarities with the United States are explored through the analysis of theoretical perspectives, practices, and policies. A summarized history of intellectual assessment is presented with a critical view of instruments used. Current practices, dominated by the use of the Wechsler Intelligence Scales that originated in the United States, but adapted and standardized in Mexico, contrast with the emergence of neuropsychological tests developed by Mexican scholars making efforts to dominate the field. Organizational, prescriptive, and instrumental limitations are analyzed in order to understand the many challenges and problems with the use of results from intellectual assessment in the school system. It is argued that the assessment of intellectual functioning in Mexican schools will only acquire relevance when the Mexican educational system is ready to dictate, based upon results, pathways of servicing children in effective ways.