Teacher perceptions of their students' cognitive abilities affect the referrals they make and intervention strategies they implement. In this study, teachers and school psychologists were asked to sort basic academic tasks into categories on the basis of the Cattell-Horn-Carroll (CHC) broad cognitive abilities, such as fluid reasoning and crystallized intelligence. School psychologists were more accurate at classifying, placing 25 of the 34 tasks in the expected categories, compared with 16 for the teachers. The tasks that were most difficult overall were associated with the fluid reasoning and crystallized intelligence categories. Teachers and school psychologists in this study perceived the CHC broad cognitive abilities required for basic academic tasks differently. Thus, additional training in the practical applications of this theory may be necessary. (Contains 4 tables and 1 figure.)