The results of a follow-up study on local school district development and implementation of minimal competency testing (MCT) programs are reported. Critical questions regarding: (1) motivation and purposes; (2) selection of tests, procedures, and standards; and (3) impact, follow-up, and change are examined. The follow-up study investigated procedures used by local school districts establishing minimal competency testing programs in targeted areas of the United States. Questionnaires were mailed to 90 local school districts identified as developing MCT programs. In-depth interviews were conducted with 16 local school districts identified as having actually implemented programs. In effect, the follow-up study updated a previous study and identified those characteristics which current minimal competency testing practitioners believe to be most important to the perceived or demonstrated success of their MCT programs. The follow-up study strongly indicated that MCT program developers take into account not only the experience of other program developers but also, the special needs of their own community. The consequences of poor planning, planning in isolation, and of a low budget will be, at best, a minimally effective program and, at worst, serious court tests of the implemented program. (Author/GK)