nce the publication of the Peabody Individusl Achievement Test, it has become a frequent part of many educational bstteries. However, a serious drawback in its evaluation has been the lack of available information on the test's applicability to special populations and its relationship with other standardized tests of achievement. From this review of the literature on the use of the test wich normal, retarded, learning disabled, and emotionally disturbed children, the authors conclude that the test can add important diagnostic information in the assessment of handicapped children, although there remain significant areas in which research on the Peabody is still necessary.