Flanagan, Ortiz, and Alfonso (2007) recently developed the Culture-Language Interpretive Matrices (C-LIMs) for the cognitive assessment of children and youth from culturally and linguistically diverse backgrounds. To examine the utility of this new approach, we administered the Woodcock-Johnson Tests of Cognitive Abilities to a sample of students receiving English as a second language services in public school settings who had not been referred for special education services. Results of within-subjects analyses of the predicted effects of linguistic demand and of cultural loading on subtest scores in the C-LIM were nonsignificant. Although a statistically significant (decreasing) trend was observed for the effect of linguistic demand and cultural loading combined, post hoc analyses revealed that this finding was attributable to a significantly higher score on one subtest and did not reflect significant differences among all three subtests in this contrast. Moreover, only 13% of the sample had a pattern of test scores that was consistent with Flanagan et al.'s C-LIM predictions of the pattern of subtest scores predicted for children and youth from diverse backgrounds. In sum, results of our study suggest that further research is needed to substantiate the use of C-LIMs for diagnostic purposes with diverse populations. (Contains 1 figure, 3 tables and 2 footnotes.)