The purpose of this study was to determine how elementary school administrators in a large U.S. state perceived the overall effects of testing on education in general and, more specifically, on their instructional leadership responsibilities. We surveyed 325 Florida principals and assistant principals, many of whom viewed the testing program positively in that it provided them with data regarding teachers and students that were helpful to them in their role as instructional leaders. Yet, many also claimed that the testing program was taking Florida's public schools in the wrong direction, in part, because of the manner in which schools were assigned grades and allotted financial rewards. Implications include improving the quality and type of test results, modifying the current grading and incentive part of the accountability system, and helping administrators attract quality teachers to work in lower-rated schools. (Contains 2 tables and 1 figure.)