In May 2008, the National Assessment Program--Literary and Numeracy (NAPLAN) conducted nation-wide tests for reading, writing, language conventions, and numeracy. A national assessment program of this kind should provide the stimulus for macro-level (systemic) analytical studies and micro-level (individual school and/or class) analytical studies of the data. This paper is concerned with the latter type of study where numeracy results of Year 9 Queensland students are analysed. The paper provides a critique of the Year 9 numeracy test, ways in which students responded to test questions, and how results might inform teaching mathematics. (Contains 5 tables.)