In addition to the usual drawbacks of large enrollment college classes such as impersonal atmosphere, discouragement of questions, and insensitivity to individual differences, the testing methods that tend to be associated with large classes can be detrimental to the learning process. Objective tests decrease the level of intellectual mastery required from recall to mere recognition, tend to be used as evaluative devices rather than as learning devices, provide slow feedback, and encourage a loafing-cramming approach to course subject matter. Donald Jensen's computer generated, repeatable testing (CGRT) attempts to overcome these difficulties by providing frequent tests with immediate feedback, flexible scheduling, test forms, and a method of coding fill-in responses. An attempt was made to implement a CGRT type system for an introductory Personnel Administration course. Student attitudes towards the course and their performance were both very good, although there did seem to be some problems with unreliability of the tests. Some additional implications of CGRT and possibilities for the future are also discussed. (RH)