Six measurement-related problems which face educators attempting to implement minimum competency-oriented instruction (MC-OI) are isolated. They are: (1) choosing appropriate competencies to measure; (2) acquiring appropriate tests; (3) setting standards for MC-OI; (4) selecting suitable sanctions; (5) providing equidifficult examination opportunities; and (6) linking competency tests to norm-referenced measures. Strategies are suggested for coping with each problem. When choosing competencies to measure, the media must be informed well in advance of the test-taking just what rationale underlies the selection of competencies. Teachers need tests chosen which provide cues for instructional decision-making. Whether standard-setting is to be considered a matter only for professional judgment, or a matter for community judgment, should be made clear at the outset to all those involved in the competency program. In an effort to avoid litigation from disgruntled parents of students who fail to pass a minimum competency test, some administrators are devising a system of including various kinds of endorsements on its diplomas. The Rasch model provides a solution to the test equating problem. Although it seems sensible to have a local criterion-referenced competency test satisfy federal requirements for norm-referenced tests, complexities and legal difficulties must first be overcome. (RL)