Studies have investigated contextual factors such as family, school, and peer support for test preparation, and results generally indicate that students with a stronger support system are more successful at increasing their scores by the use of test preparation. One important contextual factor, often overlooked in the literature, is how a testing company's policies for test administration and score reporting might inform whether students prepare for the test, and if so, how that test preparation might take shape. Therefore, this study seeks to understand students' perceptions of and reactions to future ACT testing policies. In June 2020, the authors reached out to rising high school seniors and received responses from 2,965 students. The aim was to better understand how, if at all, providing students with a superscore on their score report and offering a remote proctored testing option would change the way students prepared for the ACT. Students were asked how familiar they were with each of these policies, whether they planned to participate in the options these policies provide in the future, and whether they believed the new options would change the way they prepared for the test. Those who said their test preparation strategies might change were asked to explain how, in their own words. This brief shares what was learned from the students' responses to the survey questions, including their comments made in response to an open-ended question.