This study evaluated EFL Teachers' Perceptions and Experiences on Cambridge Young Learners (YLE) Exams. The study aims to investigate Turkish EFL teachers' perceptions of the general implementation process of Cambridge YLE Exams and their knowledge, experience, and institutional expertise on these tests. A qualitative research design was utilized in the study. The participants included 24 EFL teachers who work in private and state schools and were determined with maximum diversity sampling method that ensures a wide variety of participants. Research data were collected through a semi-structured interview form developed by the researcher. The data obtained as a result of the interviews were analyzed by the content analysis method. The findings highlight the three core views on standardized testing. First, Turkish EFL teachers had positive perceptions towards Cambridge YLE exams, yet they had a very limited experience and expertise in Cambridge YLE exams. Secondly, they had concerns about low learner proficiency levels, the cost of these tests, and the gap between standardized tests and the testing system in the local context. Lastly, it was evident that while some institutions prepared their learners and provided parental guidance for such standardized tests, others fell behind these institutions. This study addresses the research gap in the limited understanding of standardized testing from teachers' perspectives and provides some critical implications. The first implication is that assessment literacy, teachers' experiences towards these tests, and classroom assessment practices of Turkish EFL teachers should be improved through in-service or pre-service teacher training, and secondly, the testing system in Turkey should be redesigned to adapt to the standardized tests used globally.