Current minimum competency testing (MCT) practices noted in the literature through Fall, 1979 are reviewed, and guidance for establishing suitable programs for handicapped students is provided. The provisions of The Education for All Handicapped Children Act of 1975 and Section 504 of the Vocational Rehabilitation Act of 1973 are analyzed in terms of their impact on MCT programs, including provisions for equal educational procedures, and individualized education program (IEP) provisions. The different interpretations of state MCT programs are described in terms of purpose, content, procedures and locus of control; and five different ways of accommodating the handicapped are delineated. Concerns are raised about: the broad discretion and authority given to local educational agencies (LEAs) in modifying tests for the handicapped without guidance from the state educational agencies (SEAs); the possible lack of protecting the rights of handicapped children; and general lack of involvement of special educators in planning for MCT programs. Regional Resource Centers (RRCs) are available and able to provide the following technical assistance to SEAs: (1) defining critical issues regarding testing and listing alternative approaches; and (2) providing educational follow-up such as workshops, planning sessions, and position papers. (Author/RL)