Schools must change, if more working class and minority children are to succeed in college. Reuven Feuerstein (1979, 1980) was given the task of assessing youth who arrived in Israel after World War II. Many scored so poorly on intelligence tests that they were thought to require custodial care. Feuerstein developed a method of mediated assessment, the Learning Potential Assessment Device, which enabled him to assess the current cognitive functioning of an individual and to prescribe a plan for remediation. His method is here illustrated in a contemporary case study. A 16-year-old Mexican American student who was well behaved and in good health derived no benefit from his classes. He was found to be fluent in Spanish but illiterate in both Spanish and English. Five instruments were used in his assessment; here, only the use of the Complex Figure Drawing is described. Results and recommendations follow, showing how the mediator was able to assess his level of functioning. U.S. schools must, in Feuerstein's words, "shift from static measures of ability, which encourage giving up on some children, to dynamic assessment, which points the way to sharpening...children's mental skills." A reference list of 11 items is included. (DM)