Score reporting for accommodated tests is complex and challenging since validity and comparability of the scores could be questionable. Generally, score reporting includes identifying the test instrument, identifying any normative group that the given score is being compared to, and describing any changes from the standardized testing procedures that may have affected test results. Basically, "modifications or disruptions of standardized test administration procedures or scoring should be documented" (AERA/APA/NCME, 1999). In clinical and counseling testing, a test-score report usually includes a description of the individual's disability, the functional limitation on the standard test being used, and a description of the modified test. The practice in testing for admissions, licensure, certifications or employment, however, is quite different because test takers can only be invited to provide their disability information. Furthermore, test scores in these settings will be flagged if a test accommodation has been made to such a degree that the validity of the test may have been impacted. Although some studies have found that scores from accommodated tests are rather comparable to those from standardized scores, the findings have not been consistent. Currently, each testing program sets its own policies and practices of score reporting for modified tests. The common practice is to "flag" test scores for any nonstandard administration without reporting the specific accommodation and the reason for the modification to the test score user. However, it has believed that the use of test score flagging should be reduced to a minimum. This presentation will provide a detailed review of major issues and procedures in test reporting in test accommodation. Current research challenges will also be addressed. Finally, the impact of new technology on test accommodation and future trends in both research and practice will be introduced.