This paper gives a blueprint for reacting to the various issues that an instructor will face in their day-to-day life as the manager of a Mastery-Based Testing (MBT) classroom. For example, I created a rubric to compare traditional testing with MBT, adapted my office hours to accommodate more retake opportunities, and required effort between in-class testing periods. I have also experimented with allowing students to choose their testing method. The rationale and implementation of the adaptations are fully discussed, and student feedback and average scores are examined.