The effects of test content reflecting black or white culture, on the performance of college-bound students of both races was examined. Eighty-five culture-specific items were developed for use in the English Usage and Social Studies Reading subtests of the ACT (American College Testing) Assessment Program. Items were administered as four separate tests to equal numbers of black and white examinees in several southern states. An analysis of variance showed no significant interactions between test content and performance by race. Further, no systematic differences in mean item discrimination indices, mean number of item omissions, or internal consistency coefficients were found. Collectively, these results suggest that test content did not have a major effect on any of the variables studied. Suggestions for future research and the implications of the use of cultural content in both classroom and standardized tests are discussed. (Author/CP)