This study examined elementary students' perceptions of high-stakes testing through the use of drawings and writings. On the day after students completed their high-stakes tests in the spring, 225 students were asked to "draw a picture about your recent testing experience." The same students then responded in writing to the prompt "tell me about your picture." During data analysis, nine categories were constructed from the themes in students' drawings and written descriptions: Emotions, Easy, Content Areas, Teacher Role, Student Metaphors, Fire, Power/Politics, Adult Language, and Culture of Testing. Each of these categories was supported by drawings and written descriptions. Two additional categories were compelling because of their prevalence in students' drawings: Accoutrements of Testing and Isolation. The researchers examine the prevailing negativity in students' responses and suggest ways to decrease students' overall test anxiety, including making changes in the overall testing culture and changing the role teachers play in test preparation.