The study examined performance of limited-English proficient Hispanic students on a battery of psychometric instruments designed to appropriately assess linguistic minority students. Subjects consisted of three groups: 44 nonhandicapped, 45 learning-disabled, and 39 mildly mentally retarded elementary-level students. Instruments included the Wechsler Intelligence Scale for Children Revised, Mexicano; Kaufman Assessment Battery for Children--Spanish Edition; and Physical Dexterity Tasks and Bender Visual Motor Gestalt Test of the System of Multicultural Pluralistic Assessment. Results indicated that the psychometric properties of the instruments were within acceptable ranges for use with students such as those in the sample. In addition, in general, the patterns of scores on the instruments were in the expected directions, given the diagnostic classifications assigned to the students in the school setting. A second part of the analysis utilized California state eligibility criteria to calculate the numbers of students in the school-assigned diagnostic groups who met the state requirements for these designations. Results indicated large discrepancies between the school-assigned categories and the categories suggested through the use of the study instruments in conjunction with applicable state guidelines. Appendices include a manual for the determination of a severe discrepancy between intellectual ability and achievement as defined by California regulations. (Author/JDD)