This article is concerned with the Scholastic Aptitude Test(SAT) that the Ministry of Education in Korea will add to the high school record and the achievement test as a new requirement for entrance to college in 1994. Educational value of the SAT in the U.S. may not be realized in Korea because the problem situations which initiated the adoption of the SAT are very different between two countries. In the U.S., the SAT was put into practice when they needed an appropriate testing instrument to appraise general skills of applicants for college who had not met specific subject requirements during the Great Depression of the 1930s. In Korea, fierce competition to enter college and heavy emphasis of current college entrance requirements upon the high school curriculum have created educational problems and daring challenge for educators. Then, the foregoing problems will not be alleviated by using a new insturment like the SAT. Because college will also place emphasis on high scores of the SAT in making selection decisions and therefore students will face the same intense competition. The controversial issues concerning technical quality of the SAT such as the term aptitude, the validity of the test, its training effects, and definition of an aptitude for English as a foreign laguage also draw attention for serious scrutiny. Doubtful quality of the test, coupled with limited practical utility of the SAT in Korea. suggest further critical appraisal regarding psychological, social, economical, and administrative implications of the issues raised in this article before it is nationally used. If an educational change such as a new requirement for entrance to college which is not valued in a specific context or is not technically well developed is being rejected before implementation, it is considered as a form of success. Because rejection saves time, energy, and frustration involved in the course of attempting to implement it.