In an era focused on testing to ensure accountability, educators question the fairness and wisdom of the standardized tests as a means to evaluate the effectiveness of instruction. The problem addressed by this study was the impact of stress, anxiety, and burnout on elementary teachers as a result of expectations in administering state standardized testing. Testing consumes an enormous amount of time and energy for both students and teachers. Too often teachers feel compelled to "teach to the test" which elicits the belief by teachers of an inaccurate reflection of student knowledge and a reduction in instructional time. There is debate that state mandated testing has either produced high quality education or rather led to the destruction of creativity in the classroom. The purpose of this qualitative case study addressed teacher test anxiety by focusing on the unit of analysis, which are the teachers in the same Title 1 school. The implication of this study not being done may result in further lack of literature and lack of understanding and knowledge of contributors of teacher test anxiety. A theoretical framework of social cognitive theory was used to conduct this qualitative case study to develop a deeper understanding of teacher stress/anxiety and potential coping skills as a result of the administration of state standardized tests. The qualitative data was collected from face-to-face interviews and analyzed from audio recordings of oral responses as well as notes of oral responses. The finding of the study revealed that teacher stress and anxiety due to the testing expectations are undesirable. Teachers believe the intervention of change and additional opportunities for growth and collaboration, but most importantly elimination of the test, would alleviate the stress and anxiety with a reduction in burn-out. A good practice to expand on this study would be accomplished by gathering larger participants state-wide and possibly across several states for larger contrast and comparison. There are six recommendations for future research. The first recommendation for future research is to focus on parent engagement in contribution to a more cohesive learning environment. The second recommendation for future research is to focus on teacher guidance in relation to student participation and collaboration. The third recommendation for future research is to foster a better understanding of the tools to elicit teacher empowerment. The fourth recommendation for research is determine what resources and leadership styles school administration can utilize to enhance teacher support. The fifth recommendation for research is to discover what efforts can provide teachers with the competencies necessary to enhance their teaching skills, contribute to better lesson planning, and improve classroom management. The six recommendation for future research is to fathom what education would simulate without the presence of standardized tests. [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.]