Recent international cross cultural research and literature reviews have suggested that quality of education plays an important role in the cognitive test results of non-westernized groups (i.e. any group not of western middle class origin) (Lezak, Howieson & Loring, 2004; Manly, Byrd, Touradji, Sanchez & Stern, 2004; Manly, Jacobs, Touradji, Small & Stern, 2002; Nell, 1999; Shuttleworth-Edwards et al., 2004). In the South African context, as a legacy of the colonial era and apartheid, most black South Africans received poor quality education, although there were some black South Africans who received privileged education at Private schools during the 1980s. After 1991, when apartheid ended, many more black South Africans received high quality education via enrollment at Model C schools (formerly the school system available for whites only). Thus in the last two to three decades some black South Africans have been receiving education on a par with the high quality education received exclusively by white South Africans during apartheid. Consequently, black South Africans are a heterogeneous group in respect of quality of education, which is likely to result in a divergence of cognitive test performance within this group.