This paper reports on the promises and pitfalls of the recently legislated basic skills testing requirement for teaching or service credential applicants in California. The California Basic Education Skills Test (CBEST), developed by Educational Testing Service from specifications set by Advisory Board to the State Department of Education, tests reading, writing, and mathematics skills in the English language at a difficulty level expected for college graduates. First administered in 1982, 68 percent of those tested passed the first time. This test promises to help restore parent and public confidence that standards are being applied in teacher selection and to improve teacher education. There are five major problems with the CBEST and other required teacher tests: (1) establishing appropriate passing standards; (2) using pass-fail scores as the only criterion for career entry; (3) redundant testing; (4) fairness of standardized skill testing for the handicapped; and (5) impact on the future ethnic composition of professional school staff. (BS)