Latino children living in the United States are not faring well in an educational system that increasingly is turning to "high-stakes" exams to make important decisions in the lives of students. While some argue that these exams have the potential to equalize educational opportunity, we review information that challenges this view. In this article we cite the mismatch between Latino children's home and school settings as a primary factor diminishing their school performance. We also describe three distinct Latino cultural practices and values (respeto, familismo, and allocentrism) and contrast these with U.S. school practices and values. We then discuss some of the specific challenges posed by high stakes testing to the educational success of Latino students. Finally, we offer ideas for consulting psychologists to develop culturally sensitive educational strategies to address the academic needs of Latino children and the problems posed by the high stake movement.