This article builds a conceptual framework for how to assess TW, a client in the Aphasia Treatment Program at California State University East Bay (see article by Patterson and Avent, this issue) from a multicultural perspective. Such a perspective on assessment should take into account the specific cultural and linguistic aspects that are unique to a client and have the potential to affect his/her responsiveness to testing and intervention. Every client that we assess and treat has a unique cultural identity shaped by the distinct macro-cultures (defined by variables such as ethnicity, gender, etc.) and microcultures (defined by variables such as profession, age, geographical region, etc.) to which he/she belongs. Because no two individuals will have identical macrocultures and microcultures defining their cultural respective identities, it makes sense that assessment should always be conducted taking into account each client’s unique cultural identity.