The historical background of mastery learning is discussed and related to the use of the traditional normal curve and to the nature of curves which express more adequately the mastery learning concept. It is suggested that the mastery model calls for strategies that: inform students about course expectations; set standards of mastery in advance; use short diagnostic tests for each unit of instruction; prescribe additional learning for those who do not demonstrate initial mastery; and provide additional learning time for those who need it. These strategies for mastery learning and testing can benefit the student who experiences test anxiety. Suggestions for the construction of mastery tests include defining the objectives to be measured, items written to sample the content and behavior domains of those objectives, average item difficulty ranging from 85% or higher, and absolute performance interpretation. Proposals for the application by teachers of the principles suggested, techniques for test construction, test use, and grading, are presented. (CK)