This is a study of a group of New York State social studies supervisors who, in response to state budget cuts, took matters into their own hands and developed their own regional social studies test at the elementary level. The catalyst for the formation of this group of supervisors came when the monies to create and distribute the fifth and eighth grade social studies tests were eliminated from the state budget. When their request went unheeded, the supervisors, operating on the notion that crisis equals opportunity, stepped into the void left by the state and met to devise their own test. They developed assessments that they offered to all interested districts in the region to ensure that social studies continues to be taught, even in the absence of state assessments. The research questions for this case study were: (1) What are supervisors' considerations when designing a regional elementary social studies assessment? (2) To what extent do supervisors' discussions indicate that they view such an assessment as an opportunity to promote effective teaching of powerful social studies, including depth over breadth? and (3) What constraints, real and perceived, exist in the construction of such an assessment? This article discusses the study's method, supervisors' meetings, and the outcomes.