Calaborative assessment of children includes close communication with the parents. Transparency is valued as a means of helping them understand what the testing results mean for their child and the questions they have raised. However, test responses and play observations often reveal conflicts that are not included in the referring questions. My paper offers an example of such a dilemma. During a routine evaluation for a potential diagnosis for Attention Deficit Hyperactive Disorder, unconscious material from this seven year old client suggested some painful family dynamics that had not been recognized. Both his test results, social history, and behavior were congruent with the diagnosis of ADHD. However, projective tests suggested that he had unconsciously seen his parents in unexpected ways: his mother distant and unavailable and father, both harsh and nurturing. Nothing in the family history obtained thus far suggested such perceptions. The paper suggests a means of handling potentially distressing material so that the parents end up supporting recommendations rather than reacting defensively. They become collaborators in the best sense of the word.