Reasons to de-emphasize testing as a means of assessing teacher quality are offered in this paper. The following questions pertinent to teacher testing are asked: (1) Granted that teacher education is now attracting low caliber students, can the testing movement reverse the trend? (2) Is it justifiable to determine, and even predict, the quality of the end product of entry level performance? and (3) Is there a significant positive correlation between high test scores and teaching success? Correlations between NTE (National Teacher Examinations) scores and teachers' on-the-job performance are discussed. Implications of the testing movement include the following: (1) the inability of tests to improve the overall quality of those who wish to enter the teaching profession; (2) the potential for unfairly weeding out minority candidates whose test taking skills may be less sophisticated; and (3) the potential for undermining the educational reform movement by causing prospective and experienced teachers to avoid employment where tests are required. (LMO)