This preliminary investigation explored a means of maximizing the use of standardized test results. In addition to the usual package of alpha and ranked norm-referenced test reports, a special series of reports by the California Test Bureau/McGraw-Hill was generated for remedial reading and mathematics teachers. These reports displayed primarily objectives or skill-referenced information. To assess staff reaction, a questionnaire was completed by the remedial teachers, and interviews were conducted with administrators involved. Both teacher and administrative reactions to the special reports were encouraging. The experience indicates that it is possible to obtain greater use of existing standardized test results through the use of special reports. In relation to earlier studies that question the relevance of standardized tests, current findings also prompt consideration of whether the special reports would favorably influence classroom teacher perception; and whether there are differences in the perception of standardized tests between classroom and remedial teachers. (The study instrument is appended.) (Author)