In this research study, the principal investigator used the methodology of auto-ethnography, interviews, and a critical perspective to analyze the effects of the implementation of high-stakes testing on educators and the classroom environment. In accessing reflective journals and interviews, the researcher gains insight into the dynamics of ideology and power. The study gives voice to the main stakeholders in the debate over our schools: the educators. This research indicates that when education becomes about producing test scores for economic gain (high stakes) teachers reported a poor work atmosphere, destructive frictions within the school community and a lack of true leadership which caused burdening episodes, great anxiety, stress, and illness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]