Given the high number of requests for test accommodations and the myriad of test accommodations available, test agencies give considerable attention to the process involved in the provision of test accommodations for high stakes tests. The decision to provide an accommodation to an individual with learning disabilities is based largely on the information in the applicant's psychoeducational evaluation. It is simply not feasible for personnel at test agencies to meet or collect data on every individual who requests for an accommodation in the same manner as a psychologist does. Thus, decision regarding the reasonable nature of a request are made based on the fundamental aspects of the American's with Disabilities Act (ADA) using an individual's psychoeducational document as the primary source of information. These aspects include (a) a physical or mental impairment that substantially limits one or more life activities; (b) documentation of such impairment through a diagnosis or statement of disability; and (c) being regarded as having such impairment whether or not the impairment substantially limits major life activities. This article aims to examine one of the less frequently discussed issues related to the use of psychoeducational evaluations for decision making: the concept of test validity.