This study examined the lived experiences of New York City educators who are teaching and learning in a high-stakes testing environment to improve students' learning outcomes. The research questions were: (1) What are New York City elementary school educators' experiences teaching in a high-stakes testing environment? (2) What are New York City elementary school administrators' experiences as instructional leaders in a high-stakes testing environment? Semi-structured interviews with six retired elementary school administrators and teachers, who prepared students in grades 3-5 for the New York State English and Math assessments, were conducted. The interviews used a narrative inquiry approach to collect qualitative data and formulate best practices based on the participants' experiences. The study used cognitivism and constructivism as theoretical frameworks to show the effectiveness of various teaching strategies, including higher-order thinking skills, to improve students' performance on standardized tests. Three main themes emerged from the data: "the duality of testing, utilizing multiple measures of assessments," and "engaging students in higher-order thinking skills to improve learning." The findings support incorporating Bloom's taxonomy question stems into lesson plans, improve critical thinking with learning challenges, and enhance writing and math skills among students. Based on the study findings, recommendations include restructuring and aligning the curriculum among different grades, using data, and combining project-based and cooperative learning to enhance students' cognitive skills and learning outcomes. Also, policymakers should fund policies and programs that promote higher-order thinking skills. Further research is needed to capture practitioners' narratives on implementing higher-order thinking skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]