This study investigated the perceptions and attitudes of practicing teachers towards minimum competency testing for teachers. A 5-point Likert-type general attitude scale was constructed by standard procedure, using item analysis and factor analysis. Eight perspectives from which a teacher may perceive teacher minimum competency testing were delineated from a review of related literature and an examination of the contents of the statements in the initial attitude scale. These were (1) content mastery, (2) teaching skill mastery, (3) certification or licensing, (4) screening or quality control, (5) motivation, (6) professionalism, (7) administrative control, and (8) threatening the integrity of teachers. It was hypothesized that these perspectives are highly predictive of teachers' attitudes toward minimum competency testing. Twenty-seven Bloomington (Indiana) elementary, middle and high school teachers were administered the general attitude scale and semantic differentials on the eight perspectives. Factor analysis was carried out to identify significant factors associated with the eight perspectives. These factors were correlated with the attitude score, and a multiple regression analysis showed that a linear combination of four perspectives (certification, content, teaching skills, and screening) was highly predictive of the teachers' attitude, which turned out to be not favorable for this sample of teachers. The attitude scale and two of the semantic differentials (assessment of content mastery and teaching skills) follow the study. (Author/JAZ)