This report on competency testing utilizes a literature review, examines the state of the art to define competencies, and presents information from the field to delineate programmatic and administrative questions and their implications. Information was collected from school districts implementing minimum competency testing (MCT) programs through an open-ended interview-type instrument. Practical aspects of implementation reported are an important contribution of the report. It is revealed that it is still too early to determine the effectiveness of MCT programs, as longitudinal evaluations have not yet been computed. Public acceptance of MCT has been found to be positive. The summary of interviews is particularly helpful in the areas of purposes, selection of standards and delineation of competencies. Pragmatic aspects are emphasized. (Author/GK)