This paper presented a series of studies relating eisegesis and assessment. A method was described for isolating eisegesis in psychological reports which used the reliably categorized contents of criterion test reports. Concepts in student and criterion reports were reliably matched for an index of agreement or “skill.” Concepts in student reports which did not appear in criterion reports were labeled additions. These additional concepts were progressively refined in terms of uniqueness, relevance to test data, and intra-subject frequency. The residual concepts were used for a description of student eisegesis. Student reports, from two training programs, differed in emphasis upon description or psychodynamics. Eisegesis was more apparent where psychodynamics were contained in reports. Problems of reliability, validity, ethics, and training were discussed.