In this article, we briefly describe the history of intelligence test use with children and youth in the Netherlands, explain which models of intelligence guide decisions about test use, and detail how intelligence tests are currently being used in Dutch school settings. Empirically supported and theoretical models studying the structure of human cognitive abilities, such as the Cattell-Horn-Carroll theory of intelligence (CHC) model, the model of primary mental abilities, and the Planning, Attention-Arousal, Simultaneous and Successive (PASS) theory of intelligence, are discussed in this context. Also, we explain who is allowed to administer intelligence tests in the schools in the Netherlands and what training and credentials are required to do so. Finally, some future directions for intelligence test development and use are discussed.