This study focuses on how teachers are responding to changes in the new global history curriculum and the attendant tenth grade New York Regents examination. It compares the messages broadcast by the new state curriculum and assessment policies with individual interview data collected from ninth and tenth grade New York state global history teachers, expressing differences between the state's and teachers' views in a set of three tensions: (1) major changes v. minor changes in teachers' classroom practices; (2) more ambitious v. more traditional teaching and learning; and (3) clear policy direction v. ambiguity. The study asks the following questions of the relationship between teacher learning and state-level testing: (1) In what ways are tests and test results used in classrooms, schools, and the districts; (2) What do the proposed changes in state-level tests mean for teachers and learners; (3) How are teachers being prepared to respond to the new state assessments; and (4) What challenges do teachers anticipate in moving toward new state assessments? The study draws on both focus group and individual interviews. The individual interview sample includes 16 male and female teachers, from a total of 13 schools, with various years of teaching experience, teaching locations, and grade assignments. (Contains 7 notes, a table, and 29 references; appended is a sample teacher interview.) (BB)