The general topic of training needs related to achievement testing is addressed. Questions are raised about training as a means for educational improvement; needs specific to the achievement testing area are discussed; and a specific list of questions to be considered in planning training efforts is presented. It is concluded that using a thematic orientation, perhaps of communication, instruction and testing practices might be reworked so that what happens to students in classrooms occurs as a natural process rather than a series of abrupt and disjoint enterprises. Similarly, it is recommended that training audiences be integrated, so that all participants can understand the roles of one another and can formulate reasonable expectations for team performance. Such integrating of practices would mitigate against isolated "workshop" type experiences for insular audiences. The challenge is to develop or to share already existing successful training tactics, and to fuse them into a sensible and continuing program for improving the effectiveness of schools. (Author/GK).