This study explored the best testing practices for the NC Basic Law Enforcement Training (BLET) to determine preparedness for entry-level law enforcement officers. The researcher implemented a mixed-methods approach to answer five research questions based on collected historical data from Rowan-Cabarrus Community College, the North Carolina Community College System, completed survey instruments, and interviews. The researcher conducted chi-square analyses focused on certification examination scoring, the impact academic attainment and student outcomes on law enforcement testing, and the relationship between institutional size and student performance. The researcher collected and analyzed data from nine BLET school directors using a constant comparative analysis to gain opinions regarding certification testing protocol for NC BLET students. Also, an exploratory factor analysis (EFA) was used to analyze the survey responses from past NC BLET students. The chi-square analyses identified significant findings indicating that an overall weighted score, academic attainment, and institutional size impacted student outcomes. Also, the constant comparative analysis generated nine dominant themes related to improved testing practices. Lastly, the EFA resulted in relational findings between testing barriers and student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]