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Teaching to state-driven, standards-based tests whichare used for school, teacher, and studentaccountability has become one of the most significantissues faced by teachers and administrators. Thiscase study uses quantitative and qualitative researchmethods to investigate the views of a group ofteachers and administrators regarding teaching to thetest. Their views are compared with those of aselected group of measurement experts with respect towhich instructional and test preparation practicesare appropriate or inappropriate. The study alsoexplores possible explanations for discrepanciesbetween the two perspectives, ways to reducediscrepancies, and implications for policy-making incurriculum and assessment. Content analyses ofrelevant web sites and other publications areintegrated into the investigation as well.