This study aims to present the washback effect of the undergraduate English placement examination in Turkiye on teachers who are considered one of the highest stakeholders of the test. The data were collected through questionnaires from 110 participants and follow-up face-to-face interviews with 24 English language teachers having teaching experiences in language preparation classes at high schools in Turkiye. The results showed that the undergraduate English placement examination creates a significant amount of negative washback on their teaching activities in language preparation classes. The qualitative results also strengthen the quantitative results, indicating that the test produces a harmful influence on teachers' English teaching approaches. The findings suggest that the negative washback effect of the test needs to be decreased; however, its positive washback effect should be increased for better English language education in Turkiye. Conclusively, the study highlights a significant need for a language testing system that will expectedly enhance language testing and improve language proficiency in the Turkish context. In order to succeed in this aim, the examining bodies should take equal responsibility in the development of such kind of a testing system.