The purpose of this paper is to explore the factor structure of the Wechsler Intelligence Scale for Children--Fifth edition (WISC-V). As such, this is the first study that will examine the factor structure of the WISC-V in a non-standardization sample of Black children. Utilizing confirmatory and exploratory factor analytic techniques in AMOS our results indicated that a four-factor model fits the data better than five-factor solution that was proposed by the test developers, for the Black sample. Furthermore, two subtests, Picture Span and Figure Weights, were not invariant by race, which indicates that these measures of Fluid Reasoning and Working Memory operate differently for Black and White students and are not consistent with differences in scores on these subtests. Research indicates that these two subtests are the most demanding from a linguistic standpoint, which necessitates further research on how directions are administered. Implications will be discussed in terms school psychologists increasing the rigor of their research practices by decreasing the use of standardization samples and conducting more research with Black children.