Determining the cross-cultural equivalence of multilingual tests is a challenge that is more complex than simple horizontal equating of test forms. This study examines the functioning of a trilingual test of preschool readiness to determine the equivalence. Different forms of the test have previously been examined using classical statistical techniques on bilingual forms (Lang, Chew & Schomber, 1992). In this effort, the primary goal was to determine instrument characteristics and explore test language differences using the Rasch model of item analysis. (Contains 3 tables and 13 figures.)