This paper examines some of the implications of present testing programs for minority groups. The effects on prospective teachers and the institutions that prepare them are discussed. The role of the testing movement in molding the curriculum that is taught in colleges of education is described with particular consideration of state-mandated standardized tests. The primary focus of the paper is on traditionally black institutions and an overview is given of successful programs they have instituted to overcome perceived negative effects of standardized testing. It is noted that, given the kinds of pressures that minority candidates face, it is difficult to criticize black colleges for "teaching to the test" as a short term solution. Twenty-two references are included. (JD)