Students are expected to complete high-stakes standardized tests on computers, but many are disadvantaged due to their lack of technical skills and experience. While students complete a required state practice test, the brief overview of the technology used during testing is often not enough to ensure that students can successfully navigate the test platform using the hardware provided by the school. This doctoral study was designed to determine teacher perceptions of a Florida test preparation program. The research site for this study was a suburban high school in Central Florida. Fifteen algebra 1 teachers who implemented the Florida Standards Assessment (FSA) preparation program were interviewed to collect data on their perceptions. This qualitative study analyzed the themes collected during the interviews. The analysis of themes found that the FSA preparation program was beneficial to students and provided additional practice and support for all students. It was found to be particularly beneficial for special populations of students, such as English Language Learners. Providing practice under actual test conditions using the same device as during testing was also noted as a benefit of the FSA preparation program. Another theme was that the FSA preparation program provided students with additional confidence. Incorporating growth mindset content was also described as a benefit of the program. Recommendations include making the program differentiated to meet the needs of students at multiple skill levels. Additionally, asynchronous content was requested to support students and provide less interruption during class. [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.]