This study seeks to investigate the implications of high stakes state-mandated testing on the educational future of language minority learners. It sets off with a definition of high stakes state-mandated testing and proceeds with an in depth review of the incidence and ramification of high stakes testing and its impact on Less English Proficient (LEP) learners. The paper equally chronicles some direct consequences of the institutionalization of high stakes state-mandated testing on students in particular, and school districts in general.