When institutional testing is done well, there are many potential benefits; however, it is not without its negatives. The Texas Youth Evaluation Project (TYEP) is an example of large scale institutional testing that yielded more than a few benefits. However, results reported some problems as well. Much has been learned from the TYEP, including what works and what does not when conducting large-scale fitness testing projects. Questions that still need answers include: (a) How often must similar testing be done to achieve the intended goals? (b) Can alternative forms of testing be used to meet the goals? (c) How can the next institutional testing be improved to accentuate the positives and diminish the negatives? (d) How can the necessary funding and adequate teacher support be acquired for future institutional testing? and (e) How can the necessary funding and support for quality physical education, including already approved but unfunded mandates, be obtained? The author contends that support for quality physical education is necessary in order to increase youth activity levels, improve youth fitness, and help reduce the risk for childhood obesity--all important goals of the TYEP.