The present system of testing and placement at Lane Community College (LCC) provides for voluntary assessment in reading, writing, and mathematics during orientation period, followed by recommendations for enrollment in appropriate courses. While only 15% to 20% of the new students at LCC participate in the testing/placement program, it must be remembered that many students are thoroughly tested through some other department or means and many are already aware of their abilities. Although the present voluntary system is not seen by LCC faculty and staff as solving the problem of achieving accurate placement and preparation for advanced courses, neither is mandatory testing and placement seen as a solution. Research indicates that while the vast majority of LCC students have low reading skills, the majority are succeeding in college-level work; students who took remedial reading courses did not necessarily achieve higher grades than those who did not; and various reading tests and readability scales use different standards making it difficult to match reading test scores with text readability levels. A workable testing program would have instructors testing for the specific prerequisite skills needed to succeed in a given class or program. These prerequisites could be identified by analyzing lectures, instructional materials, and assignments and would include both content and study skills. Though a difficult process to develop and implement, such a testing program would be an improvement over the existing system. (KL)