The perceived needs of public school personnel in Wyoming with respect to the development and use of criterion-referenced tests (CRTs) as part of a district-wide testing program were assessed using a survey designed for the study. Questionnaires were sent to all superintendents, assistant superintendents, and curriculum directors in the state. Of the original 67 questionnaires mailed, 51 (76%) were returned after a follow-up mailing to non-respondents from the first mailing. Data were coded, and frequencies were tabulated for each item on the questionnaire. In all, 42% of the respondents reported that their testing program was primarily norm-referenced. Another 42% reported that a combination of norm-referenced tests and CRTs was in use. Over half (53%) of the respondents reported great or extreme need, 27% reported moderate need, and 16% reported slight need or no need for professional development in constructing, validating, and using CRTs. On-site consulting, professional development seminars, extension course work through the University of Wyoming (Laramie), and a summer institute were seen as most desirable or feasible. Results indicate that Wyoming schools are in a state of transition in terms of criterion-referenced testing; these schools are willing to adopt CRTs, but are too weak in skills to use them effectively. A list of 16 skills that educators need in order to use CRTs appropriately is included. Five tables contain information about survey responses. (SLD)