After a brief review of recent research concerning teacher testing, this paper presents concrete examples of multiple-choice test items that assess more than teachers' minimal, basic knowledge. Specifically, multiple-choice test items used for the assessment of pedagogical content knowledge (C-P items) are contrasted with items used for the assessment of content knowledge (C items) and items used for the assessment of general pedagogical knowledge (P items). Following the contrasting examples, a working definition of C-P items is developed, practical considerations related to their development and use in testing programs are presented, and a categorization of the content of such items is proposed. The experiences of Florida and Georgia with regard to the development of subject-area certification tests for teachers are considered. The distinguishing features of C-P items are described. The following working definition of C-P items is proposed: "The class of C-P items includes those items for which the examinee's determination of the correct response depends upon knowledge of the treatment of content in educational situations." This definition excludes those items that solely address content, without an educational context, and those items that address general pedagogical principles in the absence of content-specific implications. Four major categories of items include: error diagnosis, communicating with the learner, organization of instruction, and learner characteristics. Two figures are included. (RLC)