Washback, that is, the effect of tests on teaching and learning, has captured the interest of scholars in applied linguistics for almost 30 years. However, most research has been conducted on large-scale tests, rather than classroom-based language assessments like ACTFL's Integrated Performance Assessment (IPA). The present study explored washback of the IPA on teachers of Arabic, Chinese, and Spanish in a higher education intensive summer language program. Through a series of interviews, participants explained ways in which the IPA influenced not only their practices, but also their thinking about language teaching. Directions for future research and considerations for changes to IPA implementation are shared based on these findings.