With over one million emergent bilinguals enrolled in Texas public schools, a call to action and a review of high-stakes online assessment policy for this student population is essential to achieve equity in education. The purpose of this phenomenological study aimed to explore teachers' perceptions of high-stakes online TELPAS testing and digital access for EB students in a Southeast urban Texas Title I school district. The research questions that guided this study explored teachers' instructional preparations, TELPAS' accuracy in measuring English Proficiency, technological resources and digital literacy, and professional development. In this study, 10 bilingual and ESL-certified second through 12th-grade teachers with online TELPAS experience participated. The findings indicated teachers of second language learners embedded sheltered instructional strategies, linguistic accommodations, and blended learning activities into content lessons to align instructional practices with the online TELPAS. However, teachers shared concerns with the accuracy of the speaking and writing domains, technological resources, and digital literacy. Some implications for practice include a focus on quality ongoing cross-curricular sheltered instruction professional development, addressing autoscoring misconceptions, and updating technological resources. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]