The goal of the present paper is to outline a strategy for assessing chemical-induced dysfunction of learning and memory in laboratory animals. Questions addressed, include whether tests of learning and memory should be included in a primary screening effort, what considerations should guide the selection of particular test methods, and experimental designs. Examples are provided demonstrating that tests of learning and memory can be simple and cost-effective and yet still provide meaningful data on the specificity of effects and on the neural mechanisms involved in chemical induced neurotoxicity.