In recent years, No Child Left Behind (NCLB) has focused the educational lens on testing children rather than teaching them. Much to the dismay of many educators and parents, the burden of this yearly ritual falls most heavily on learning disabled students, who are often tested inappropriately. A clear picture of what these special-needs students experience when taking a high-stakes test is, and should be, troubling. In this article, the author presents an inside look at the first day of the California Standards Test in 2005. She describes what happens when Dominic, one of her students with learning disabilities, has to take the same high-stakes test as his regular education peers. She wishes that everyone setting today's testing policies or asserting that they are good for the Dominics of the world could witness such a scene. (Contains 14 endnotes.)