When the State of Utah implemented a comprehensive guidance program, it began with a state-sponsored training of school guidance teams. Successfully identifying and displacing non-guidance activities (NGAs) in the comprehensive guidance program was a complicated process and was dependent upon communication and building positive relationships with those involved. Special funding that was available to schools that met the standards set by the program helped the transition process. This document describes how one school district, when the state began new accountability measures that meant more testing, managed not to add another non-guidance testing activity to their counselors. Instead, they created a non-counselor manager of school-wide testing to fill the need. The history of this process is described. (JDM)