The Minimum Performance Test (MPT), Metropolitan Achievement Test, Sixth Edition (MAT6), and the new standards required by the 1983 Quality Education Act and their impact on teachers in Arkansas were assessed. A sample of 103 elementary school teachers from 39 school districts indicated that the tests and standards generally met with favorable reception. Some of the teachers commented that they found the tests useful for diagnostics and comparisons, while others observed that the tests encouraged teachers to teach to the specific objectives included on the test. Teachers were divided as to the usefulness of state curriculum guides. Several teachers noted that the guides were needed, especially to ensure curricular consistency among districts, although they involved increased paperwork. The impact in the classroom from the tests and guides has been an effort to teach to or better prepare students for the test and emphasize standardized testing techniques. The primary flaw in the new standards is a lack of adequate funding to ensure their full implementation. Some other problems listed were related to the lack of uniformity in implementation by districts. Some teachers felt that the standards were not well thought out or were so vague that interpretation was difficult. Despite the problems, several teachers stated that the standards were needed or long overdue. The 15 Likert-scale questions administered to the teachers are listed. (TJH)