State-mandated, standardized testing can have negative consequences on classroom practices in the Northeastern United States due to significant pressure placed on classroom teachers to demonstrate student achievement. The purpose of this research was to examine how elementary classroom practices, in grades three through five, were influenced based on state-mandated, standardized testing and preparation in the Northeastern United States. Participants and data collected in cycle one consisted of educators working in grades three through five with experience administering and analyzing state-mandated, standardized tests. Action steps were designed, implemented, and evaluated in cycle two to strengthen educators' responses to pressure placed on them by school administration. A professional development opportunity was developed for educators to share their classroom experiences with one another and co-create responses to pressure-based scenarios in regards to student achievement based on testing outcomes. One session was developed and delivered by the researcher. Evaluating the results of this Action Research study included an assessment of efficacy of the professional development workshop. Participants in cycle two provided pertinent feedback during the evaluation process. The study concluded that educators can effectively meet testing expectations while maintaining best pedagogical practices in the classroom by creatively responding to, and planning for, the pressures they are faced with to demonstrate student achievement on the state-mandated, standardized test. Implications for the organization included the opportunity for all educators faced with state-mandated, standardized testing to collaboratively co-create responses to balance testing expectations and authentic student learning opportunities. [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.]