Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children-Fourth U.K. Edition (WISC-IV[superscript UK]) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV[superscript UK] have not yet been reported. This study examined the construct validity of WISC-IV[superscript UK] core subtest scores obtained from evaluations to assess learning difficulties in 794 Irish children (494 boys and 300 girls). One through four first-order factor models and indirect (higher-order) versus direct (bi-factor) hierarchical models were examined and compared using confirmatory factor analyses. The oblique four-factor Wechsler model provided the best fit to these data, but meaningful differences in fit statistics were not observed between this oblique four-factor model and rival indirect hierarchical and direct hierarchical models. For theoretical reasons, the direct (bi-factor) hierarchical model provided the best explanation of the WISC-IV[superscript UK] factor structure. The general factor accounted for 63.7% of the common variance, whereas first-order factors each accounted for 8.6% to 9.6% of the common variance. Thus, the results with referred Irish children were similar to those from other investigations, further demonstrating the replication of the Wechsler Intelligence Scale for Children-Fourth Edition factor structure across cultures and the importance of focusing primary interpretation on the Full Scale Intelligence Quotient.