Due to the magnitude of "NCLB", the pressure on teachers has increased to perhaps immeasurable proportions. One could argue that "NCLB" has ramifications for nearly all aspects of the teaching-learning process, including classroom-based assessment. The purpose of this study was to describe teachers' beliefs about "NCLB" and its influence on classroom practices. Differences based on several demographic variables were also examined. An original instrument was administered to teachers and 1,534 responses were received. Salient findings revealed that teachers believe "NCLB" is having negative impacts on instructional and curricular practices, including higher levels of stress related to improving student performance. Teachers reported several changes in how they assess students. Significant group differences were found, particularly on the resultant components of "Student Test Preparation and Instructional Changes." (Contains 4 tables.)