OBJECTIVES: The Rey Auditory Verbal Learning Test (RAVLT) was developed to evaluate verbal memory. The standard form comprises a 15-word list (List A) learning task with five trials and an interference list (15 new words – List B) read to the subject after the fifth trial of List A. The original RAVLT also includes a recognition trial in which subjects are asked to identify List A words from a larger list of words that includes distractor words. In most versions of the RAVLT, the distractor list is comprised of words from List B as well as other words, most having either a semantic and/or a phonetic link with words from Lists A and/or B. The objective of this abstract is to present the translation process of the RAVLT into US Spanish (six pairs of recall lists and six recognition lists). METHODS: For the recall words, a direct translation, in collaboration with a speech therapist and a neuropsychologist, was recommended, with frequency of use similar to the original as well as word length (±1 syllable or ±2 syllables and ±2 characters). For the recognition words, the translations had to respect the semantic and phonetic links to the recall words. RESULTS: Fifty out of 180 words from the recall lists raised discussions because of difficulties in finding translations with the appropriate word length. Thirty-four out of 120 words from the recognition list proved difficult to translate because of problems in finding direct translations that respected the phonetic or semantic links to the recall words. For instance, the recognition word “Balloon,” with a phonetic link with “Moon” (List A #1), was “translated” as “Lona” (Tarp) to keep the phonetic link with “Luna” (Moon). CONCLUSIONS: This methodology enabled production of a US Spanish version of the RAVLT respecting the intent of the original US English.