It is concluded from a review of the literature and consideration of the type and objectives of tests and programs in English as a second language that, just as limiting an instructional program to what is to be tested in standardized tests would be inappropriate, so would constructing such a program without regard for what was to be tested. It is suggested that a more realistic and effective response be taken to students' needs regarding the Test of English as a Foreign Language (TOEFL). Four test preparation methods should be addressed: (1) familiarization with the test format and procedures, (2) skill-building in regular classwork and special preparation classes, (3) practice in taking tests, and (4) training in test-taking techniques based on the test's design features as used by the test creators. Potential problems include the risk of an overly test-centered program, and potential advantages include the use of student motivation for passing the test to enhance competency and the capability of answering deep student concern about the tests. It is proposed that the responsibility of the intensive English language program is not to ignore the test because of criticism of it, but to determine how to meet the students' needs for proficiency and to display this proficiency to their best advantage. (MSE)