Questions are addressed that focus on why lower class and minority group test takers score lower on standardized tests than their middle class Anglo counterparts. The questions include the following: (1) In what ways can dialect differences affect testing? (2) How can dialect differences directly affect a test of language? (3) Shouldn't standard English forms be upheld as the correct norm for language tests when the goals of education typically require students to be familiar with standard English? (4) Is there a method for predicting which test items in a language test might be dialect-biased? (5) Are some tests more biased than others with respect to dialects? (6) In what ways might dialect differences influence tests not focused on language? (7) What knowledge about testing should educators have in order to be fair to test takers who speak vernacular dialects of English? and (8) What might be done to make tests more dialectically fair? (VWL)