In this article, the author presents the story of Hope--an education student who, despite many successes, was consistently unable to pass the reading portion of a screening test (Praxis I) that is a prerequisite to student teaching in her home state of Georgia. Hope's only trouble was the fact that she was a slow reader due to attention deficit hyperactivity disorder (ADHD) and dyslexia, a fact for which she was able to compensate in her daily life. And Hope's predicament is not uncommon. With very few exceptions, educators and psychologists condemn the use of standardized tests as sole indicators of academic aptitude or achievement, and yet they are often used to define the "highly qualified teachers" required by the No Child Left Behind Act (NCLB). The unintended result of test-centered candidate screening under NCLB is discrimination through testing. Demographic studies produced by standardized testing companies suggest that well over half the minority/low-income populations would be rejected by screening tests. Moreover, it has been predicted that candidates from the South's "Black Belt" will be fortunate to graduate from high school under new test-for-production reforms, much less qualify for candidacy in teacher education programs. The author recommends a return to screening of prospective teachers by experienced educators based on a variety of kinds of evidence.