The 1992-93 school year marked the first year of implementation of the statewide mandate of the Arizona Student Assessment Program (ASAP), which revised previous legislation. Iowa Test of Basic Skills testing requirements were restricted to grades 2 and 7, and districts were allowed greater flexibility in their own testing, which had previously been almost exclusively through criterion-referenced tests. Performance assessments were supported by the new legislation, and teachers generally saw the ASAP as a low-stakes assessment in line with educational trends. The implementation of the ASAP and its changes were studied in four elementary schools during the first implementation year in a multiple case-study design with various data collection methods. Results indicate that local responses to the ASAP were varied and that differences in implementation were significant. Common among the sites was the belief that testing from an outside agency is still separate from instruction and is an add-on to normal school operation. An appendix contains a cross-site data matrix. (Contains 14 references.) (SLD)