Teaching to state-driven, standards-based tests which are used for school, teacher, and student accountability has become one of the most significant issues faced by teachers and administrators. This case study uses quantitative and qualitative research methods to investigate the views of a group of teachers and administrators regarding teaching to the test. Their views are compared with those of a selected group of measurement experts with respect to which instructional and test preparation practices are appropriate or inappropriate. The study also explores possible explanations for discrepancies between the two perspectives, ways to reduce discrepancies, and implications for policy-making in curriculum and assessment. Content analyses of relevant web sites and other publications are integrated into the investigation as well.