Objective: This study examined differences in performance of children and adolescents from three groups: English-speaking brain-injured, English-speaking normal controls, and a culturally diverse group of non-brain injured Spanish-speaking participants from a rural migrant community. Method: The Lebby-Asbell Neurocognitive Screening Examinations for Children (LANSE-C) and Adolescents (LANSE-A) are assessments designed to screen for neurocognitive deficit in children ages 6 to 11, and adolescents ages 12 to 17. The dependent variables were subtest scores from LANSE-C or LANSE-A. Subjects included English-speaking brain injured children (N = 9) and adolescents (N = 98), English-speaking control children (N = 54) and adolescents (N = 128) and Spanish-speaking migrant children (N = 58) and adolescents (N = 42) without brain injury. Data were analyzed using a one-way between-groups multivariate analyses of variance (MANOVA). Results: Findings revealed statistically significant differences between English-speaking brain-injured, English-speaking normal control and Spanish-speaking migrant children [F (16, 103) = 1576.943, p < .001] and adolescents [F (16, 250) = 4795.208, p < .001] on performance across the combined dependent variables. Results indicate the Spanish-speaking-migrant group performed below the English-speaking control group, but not as poorly as the brain-injured group. Conclusion: Low scores on neurocognitive screening tools such as the LANSE-C and LANSE-A should be interpreted with consideration to the cultural background of the participants. When assessing children and adolescents from a Spanish-speaking rural migrant community, baseline performance may be lower than norms predict, even in the absence of pathology. Future studies into the cultural or language-based influences on cognitive performance within rural migrant populations are recommended.