The comparability of Scholastic Aptitude Test (SAT) Verbal and Mathematical scores was investigated for one nonhandicapped and nine handicapped populations. The handicapped populations included hearing impaired, visually impaired, learning disabled, and physically disabled students. Special methods of test administration included Braille and large type tests, and administration by a cassette tape. A simple two-factor model based on Verbal and Mathematical item parcels was tested with respect to: the number and intercorrelation of factors; the pattern of factor loadings; and the equality of scale units. The model provided a reasonable fit in all populations, with the mathematical reasoning factor generally showing a better fit. Compared with the nonhandicapped population, these factors were less correlated in most of the handicapped groups. This somewhat greater specificity implied the increased likelihood of achievement growth in one area independent of the other, suggesting that the two scores be interpreted separately rather than as an SAT composite. The presence of two verbal factors was suggested, particularly for the learning disabled. There was evidence that multiple-choice mathematical items led to different observed score scale units for the learning disabled students taking a cassette administration, suggesting that mathematical scores underestimate the reasoning ability of these students. (GDC)