It is well documented that many successful individuals are challenged by cognitive-based disabilities that impact their performance in school and on tests. While commonly believed to be related mostly to the constructs of processing speed or reading fluency, there are other aspects of cognition that affect how an individual interacts with the demands of a test. Moreover, it is not only students with disabilities who bring a range of cognitive considerations to the postsecondary environment. As the diversity rises in postsecondary settings in terms of older students, veterans, non-native speakers of English, and students who lack exposure to academic vocabulary, faculty members will experience greater differences in the cognitive diversity of their students with increased frequency. In order for faculty members to develop assessments that genuinely measure the knowledge and skills that are intended to be measured, an understanding of cognition as it relates to test taking is needed. Therefore the purpose of this article is to integrate research on cognition and test taking by providing disability service providers and faculty with an understanding of how cognitive traits impact test taking. This article begins with a discussion on the main aspects of cognition that influence test taking. We then provide an overview of those student populations that are on the rise, and the areas of cognition that these individuals most often struggle with in postsecondary classrooms. Next, this article outlines basic guidelines for transforming tests so that their design is just for all learners. We end with a proposed training series that disability service providers can offer faculty. (Contains 4 tables and 2 figures.)