In this article, the author examines the construction of standardized testing not only as a cultural product, but as an imperialistic product. She conducts both a postcolonial discussion of the critique of testing and examines the ways that children of color are represented in the content. Recognizing first that the increased use of tests is part of the corporate strategy that has been used all over the world for quite some time, she reminds everyone that standardized testing fulfills corporate, not child agendas. Further, the increased use of tests has resulted in unquestioned spaces for the re-imposition of racism and colonialism. With mandatory standardized testing a reality in every state in the United States, it is more important than ever that tests be scrutinized as to what kind of content they include. Additionally, those tests are being sold around the world by transnational companies that may or may not even be American owned. Using content analysis of 94 reading passages from 11 states, she found that there is a clear difference in the ways that European Americans and people of color are represented in the passages. People of color were more likely to appear in stories in which they were to be rescued or behaved passively as compared to white European Americans who were represented as having ideas and exhibiting agency. (Contains 1 table.)