One hundred twenty young adult females, half Anglos and half Mexican-Americans, were administered Wechsler Adult Intelligence Scales (WAIS), Wide Range Achievement Test (WRAT), and Bender Gestalt Tests. Half of each ethnic group were classified by the public schools as learning disabled and half were in regular classes. The WAIS Verbal IQ, Performance IQ, Full-Scale IQ; all WAIS subtests; WRAT Reading, Spelling, and Arithmetic subtests; and the Benders were analyzed by a series of two-way analyses of variance, with ethnicity and learning disabilities as the two main effects. Significant differences between Anglo and Mexican-American females were found, with Mexican-Americans scoring significantly lower on Full-Scale and Verbal IQs, all verbal subtests, and all WRAT scores. No differences between the two groups were found for Performance IQ, any of the Performance subtests, or the Benders. These results reflect the abnormally high number of Mexican-Americans labeled as having "learning disabilities," more than twice the number of Anglos. Bilinguality and sociocultural factors are judged to be responsible for these results and a reconsideration of learning disability criteria is suggested. The study is part of a large group of studies conducted in El Paso, Texas, investigating Anglo and Mexican-American ethnicity, bilinguals, learning disabilities, educational practices, and test bias. (Author/NEC)