The phenomenon of minimum competency testing (MCT) is explored, beginning with its origins in public concern for educational accountability. Three major themes appearing in the states enacting prescriptive legislation are described: state standards/state test (Florida); state standards/local test (Oregon); and local standards/local test (Colorado). Problems associated with the complexity of MCT are outlined, the most important being public perceptions; vocabulary of MCT; educational impact; political, legal and financial issues; implementation and measurement problems; and administration issues. The complexity of MCT also invites debate on both sides of the topic; therefore, the pamphlet attempts to briefly identify some of the popular MCT misconceptions. A bibliography for further reading is included. (GK)