This article reflects the qualitative case study data collected via semistructured interviews to examine subjective experiences of racialized children, parents, and educators with the Grade 3 Education Quality and Accountability Office (EQAO) standardized test preparation and administration in Ontario, Canada. This article strives to explore, compare, and contrast the extent which narratives from racialized children, parents, and educators interviewed support or oppose the dominant narrative disseminated by EQAO about the benefits and effectiveness of EQAO standardized tests for accountability purposes. This study seeks to provide an opportunity for racialized children, parents, and educators to express how EQAO test preparation and administration impacts their identities and life experience.