It is becoming more apparent that the use of standardized tests for assessing Native American children is questionable. If standardized tests are being used, it is essential that such tests are used in a manner that takes into account the cultural differences and learning styles of the children. Authentic, performance-based assessment has been recommended as a better method for both young children and Native American populations, however, research supporting this recommendation is virtually non-existent, as is research regarding the fundamental motor skills of Native American children. Therefore, the purpose of this study was to determine if authentic assessment results in higher performance scores than formal, one-on-one assessment of the fundamental motor skills of Native American 4-year-old children enrolled in Cherokee Nation Head Start.A secondary purpose was to determine if the Test of Gross Motor Development-2 (TGMD-2)was appropriate for use with Native American 4-year-olds. Fifty 4-year-old children enrolled in five different Cherokee Nation Head Start centers participated in the study. Locomotor and object control skills were assessed with the TGMD-2 under two conditions. Initial testing followed standardized procedures to allow for a comparison between Native American children and the normative sample. Even though the TGMD-2 is widely utilized and recommended, results may not predict a child's performance during game play with peers. Therefore, children were also assessed during regular play (authentic) activities. Performance score differences between genders and the testing environment were analyzed by multivariate analysis of variance. Independent t tests were applied to the data to determine the appropriateness of the TGMD-2 for use with Native American children. Results indicated that Native American children performed better in an authentic testing environment than a formal testing environment. Some gender differences were noted as well. Results also indicated that the fundamental motor skills of Native American 4-year-old children were statistically different from what would be expected based on the normal distribution yielded by the norming sample for the test. These results suggest caution be used when using the TGMD-2 to assess this population. In conclusion, the results of this study may be attributed to the diverse learning styles, cultural differences and problems associated with standardized testing of Native American children.Keyword(s): assessment, diversity, early childhood