This study examines the impact of high-stakes, large-scale, standardized literacy testing on youth who have failed the Ontario Secondary School Literacy Test. Interviews with youth indicate that the unintended impact of high-stakes testing is more problematic than policy makers and educators may realize. In contrast to literacy policy's aims to help promote the "well-being" of all learners, and "equity" within the educational system; youth attest to feeling "shame" and show further marginalization due to this testing mechanism. These findings suggest that it is necessary to broaden the dialogue about the impact of high-stakes standardized literacy testing and its effects. (Contains 2 footnotes.)