Currently a need for auditory processing test material for the identification of auditory processing disorders in children exists in the South African context. The purpose of this study was the Afrikaans translation and cultural adaptation of the SCAN-C: Test for Auditory Processing Disorders in Children-Revised (Keith, 2000a) and to determine the appropriateness thereof for preschool children. To achieve the objective of this study the research was performed in three phases and quantitative-descriptive research was utilized, with different methods for each of the phases. In Phase I the SCAN-C (Keith, 2000a) was translated and culturally adapted into Afrikaans for learners in Grade R. In Phase II the Siftingstoets vir Ouditiewe Prosesseringsafwykings (STOPA) was reviewed by speech-language therapists and/or audiologists as well as Grade R teachers (n = 11) by means of a customized questionnaire to determine appropriateness of the STOPA. A pilot study was conducted on Grade R learners (n = 10) before the STOPA was finalized and recorded. In Phase III the STOPA was performed on Grade R learners identified with normal auditory processing (n = 16) as well as Grade R learners identified with an auditory processing disorder (n = 14) to determine the validity and accuracy of the STOPA. The results indicated that the STOPA is age and culturally appropriate but that the validity and accuracy of the STOPA could not yet be proved. Clinical implications for identification, diagnosis and intervention for children with auditory processing disorders were discussed in order to provide the audiologist and speech-language therapist with evidence-based principles for clinical practice. Implications for further research include refining the STOPA during which normative data should be obtained. This study can therefore be viewed as the first step to standardize the STOPA, as well as to develop test material for other language and culture groups for the early identification of auditory processing disorders in children.