Current selection test procedures for any higher-learning program rely on evidence of attainment in a specific domain (Gagné, 1995; Boyle & Radocy, 1987; Subotnik, & Jarvin, 2005). Pertinent to the assessment and selection of gifted young musicians for elite programs is the notion of obvious talent being due to all or a combination of factors of ability, practice, opportunity, personality, and/or passion and as such presents complex issues around the question of skill maintenance and/or skill loss (Simonton, 2005). This paper outlines the issues surrounding testing for the selection of musically-gifted primary graduates to elite secondary school music programs. A single case study of initial findings of a multi-phase research project where past and present music teachers reflect on entry test experiences is presented. The data collected through an online questionnaire and a semi-structured interview offers a representative framework for the investigation. The main purpose in gathering this narrative data is to track and gain understanding of entry test processes from 1980 to 2014 at a specialist music high school in Sydney, Australia. Results to date demonstrate an evolving test design model characterized by pedagogic influences, shifts in student recruitment emphasis, and innovative curriculum change. Strategies for further refinement of a process for high stakes selection and placement that are both fair and reliable are at the core of the subsequent phases of research and will be explored in this paper.