This study investigates the responses of teachers in Texas to a state-mandated pupil testing program. Based on literature reviewed, it was expected that effects of the mandated tests would relate to teacher burnout and account for differences in teachers' feelings of control over curricular, teaching, and professional decisions. The responses of approximately 797 randomly selected teachers were collected by questionnaire, telephone interviews, and written comments. Data analysis supports the following findings: (1) very little teacher burnout is attributable to state mandated tests; (2) teachers cope with mandated tests by "teaching to the test"; (3) inability to cope with mandated testing negatively affects teachers' sense of control over their professional lives; and (4) most teachers feel that the educational system is under pressure to obtain high test scores, and, consequently, unfair comparisons are made. Teachers believe they are being unjustly evaluated by their pupils' test scores. Study recommendations include the following: (1) reporting the ranking of school districts should be abandoned; (2) testing minority and disadvantaged students should involve careful consideration and teacher participation; and (3) test scores should be a means to improve teaching and learning. Educators are not totally opposed to mandated testing, but the possibility of misuse has created an anxiety that nearly every teacher expressed in the investigation. If test scores are used to diagnose problems and to assist learning, teaching effectiveness will improve and anxiety will decrease. Nineteen references and nine appendices of data are included. (CJH)