Predicated on the fact that the National Teacher Examination (NTE) is a sociocultural artifact, this paper emphasizes teacher education curricula as a basis for the NTE. The focus is on the social dynamics of the classroom, which is a complex set of interactions far richer than the particularistic bits of information tested by the NTE. Proponents of the NTE must struggle with the inadequacies of teacher education as well as with negative attitudes toward the testing of teacher effectiveness. Six options are suggested in this paper with the intent to push the NTE into fundamental changes, requiring major modification in the philosophy, content, format, norming and marketing strategies related to the NTE. These options include: (1) a problem-solving approach, (2) a heavy emphasis on value and ethical situations, (3) nationally and locally normed versions of the test, (4) generic test items rather than elemmentary and secondary versions of the exam, (5) blending subject area and pedagogical content throughout the exam, and (6) utilizing electronic technology to the fullest. In some ways, the options suggested have as much to do with marketing the NTE as with test protocols. This interrelationship illustrates why this paper discusses the NTE in a social context. (PN)