This study explores the experiences of teaching and learning in a progressive school. In this study, I explored three primary research questions: a) How do efforts to maintain a progressive educational approach to teaching and learning play out in the experiences of teachers and administrators? b) How does test-based reform affect or challenge core progressive educational values? c) How do teachers and administrators respond to a policy environment that mandates uniform achievement standards and test-based reform? Based on the contrasting philosophical frameworks focusing on learning theory, drawn from Dewey and Thorndike, I examined how universal testing and curricular mandates shape progressive educational programs. In order to explore the culture of progressive schools and how educators are impacted by the current context of education reform, I used Bronfenbrenner's ecological theory as the theoretical framework. In keeping with interpretive methodology, I used a case study approach with elements of autoethnography, interviewing teachers and the principal at the progressive urban public school where I have taught for 16 years. [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.]