This article briefly reviews the history of intellectual assessment of children and youth in the United States of America, as well as current practices and future directions. Although administration of intelligence tests in the schools has been a longstanding practice in the United States, their use has also elicited sharp controversy over time. At present, intelligence tests are primarily used in school settings for determining eligibility for special education and related services. In clinical settings, intelligence tests are used for diagnostic, predictive, and treatment planning purposes. Over the past decade, the use of contemporary theory, particularly the Cattell-Horn-Carroll theory (CHC), has increasingly been used for test development and interpretation.