The present study examines a new battery of nonverbal cognitive measures used extensively with numerous preschool children. Seven nonverbal, individually administered measures of fluid reasoning and visualization were administered to these children. Raw scores were converted to age-corrected scaled scores and subjected to multivariate analysis of variance between 320 Anglo and 63 Hispanic children, and between 27 speech-impaired Anglo and 410 nonimpaired Anglo children. No significant differences were found on the nonverbal subtests of the new battery between Anglo and Hispanic preschoolers, showing some promise for ethnic fairness in assessment with this battery. However, significant differences were found for typical versus speech-impaired preschoolers. A case study is presented in an appendix of a 46-month old speech-impaired Hispanic male to illustrate the usefulness of nonverbal cognitive tests, including the new battery, in the assessment of this population. The educational and clinical significance of nonverbal preschool assessment is discussed. (Contains 10 references.) (Author/SLD)