This study involved the assessment of classroom teachers' standardized and mastery program testing needs and proficiencies by a random sample of Ohio principals and supervisors (N=586). A total of 229 supervisors, 313 building principals, and 44 individuals in related supervisory roles was used. The findings from the investigation support the conclusions of other researchers that teachers need more training in testing skills and that pre-service training in testing skills may not be meeting the needs of classroom teachers. Both supervisors and principals rated beginning teachers' proficiencies lower than they rated the teachers' need for these skills in order to perform successfully in the classroom. Supervisors and principals rather consistently agreed with each other about the level of the teachers' testing proficiencies and the level of the needs of the various testing skills to assure teaching success. Neither teachers' mastery nor competency testing program needs or proficiency ratings differed significantly when they were classified by school setting (rural, urban, and suburban); however, both teachers' needs and proficiencies for standardized testing program ratings differed significantly when the teachers and administrators were classified by their grade level responsibilities (elementary, middle, and secondary). Four tables present study rating means. (Author/SLD)