Proficiency-based instruction focuses on what students know and can do. Proficiency-based teaching and learning is a teacher-led initiative in Oregon that began in the early 1990s with efforts to establish a proficiency-based admissions requirement system for Oregon's state colleges and universities. Meanwhile, many public alternative schools decided to offer credit to students who met industry certification standards, passed alternate testing options, or completed required learning activities. From 2000 to 2007, great strides were made to establish pockets of proficiency across Oregon's secondary schools as state officials and legislators established proficiency options for all comprehensive high schools. Oregon currently provides three proficiency options: (1) credit for prior learning that occurs through other life experiences; (2) credit for learning that takes place outside the classroom; and (3) credit for learning within the classroom under proficiency-based practices. Oregon's proficiency movement offers hope to all students that learning is not about chasing points before time runs out, the teacher moves on, or the bell rings. Proficiency holds the potential for each student to find a place where the learning expectations are clear and achievable, the role of a student is redefined, and each student has a personalized pathway to achieve solid academic achievement. (Contains 1 figure and 9 resources.)