The Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) (Hiskey, 1966) has been regarded by reviewers as one of the best instruments for assessing the learning abilities of hearing-impaired children. However, there has been a paucity of research on the validity of this test. Further, there is no established test-retest reliability, and questions have been raised about the standardization procedures. Several studies are presented which demonstrate the usefulness of this test. Substantial relationships are shown between the H-NTLA and academic achievement and between the H-NTLA and language ability. Further, the H-NTLA is found to have adequate test-retest stability. A potential problem was found with the deaf norms which appear to yield an unexpected high number of subjects with extreme high and low scores. (Author)