This article surveys the College Entrance Examination Board's future program, in a possible move toward establishment of a national secondary school curriculum. Attention is focused on the future content of tests and on their effects on young people. The existing program of the College Entrance Examination Board (CEEB) and the way the program functions to improve relations between schools and colleges are examined. The article also traces the history of the CEEB, focusing on a quarter century of agitation in the last half of the nineteenth century which revolved around the diversity of entrance requirements of different colleges. In this context, the CEEB is held to have been created to bring order out of chaos and not to solve problems in the selection of students for admission. In particular, the paper disagrees with the holding of achievement tests in the month of December purely for the convenience of colleges. The problems and prospects for listening comprehension tests in modern languages are examined critically. (RJ)