The purpose of this study was to examine teachers' perceptions of the direct and indirect influences that testing has on students. Subjects consisted of 12 male and 127 female kindergarten through grade 12 teachers in North Carolina--a state that mandates standardized testing. Districts may use only those test required by the state or they may use local funds to supplement the state's testing program. The teachers were surveyed concerning their perceptions of the effects of testing on their students. Surveys were conducted by 44 graduate students in two introductory educational measurement and evaluation courses. Respondents were working in 19 of the then 140 school districts in the state. Median years of teaching experience reported by respondents was 15 years. Survey data were content analyzed to summarize responses. Results of the study are consistent with past research reports indicating that teachers perceive testing as stressful for some students and motivational for others. A unique finding of this study is that teachers identified substantially more negative effects than positive effects of testing on students. In light of the current expansion of testing programs throughout the nation, educators should be aware of potential positive and negative outcomes of their decisions prior to changing the intensity of their state testing programs. Four data tables and the Effects of Testing on Classroom Practice Survey are provided. (TJH)