Connecticut's experience with four different standard-setting methods regarding multiple choice proficiency tests is described. The methods include Angoff, Nedelsky, Borderline Group, and Contrasting Groups Methods. All Connecticut ninth graders were administered proficiency tests in reading, language arts, and mathematics. As soon as final test forms were developed, the Connecticut State Department of Education (CSDE) began the process of setting standards. Four groups of subject matter experts participated as judges in the process using the Angoff and Nedelsky methods. For the Borderline and Contrasting Groups Methods, data were collected regarding proficient, borderline, or non-proficient students. General results showed that different techniques result in different cut scores and problem areas; thus, only one method should be used so implications of each cut score may be analyzed. Limitations concerning the methods are described, and recommendations are stated. (Author/GK)