The problem is that many public-school educations in various states rely on standardized testing resulting in misguided policies that further affect teaching and learning. This exploratory case study aimed to explore how teachers with 5 to 10 years of teaching experience in the Florida Region describe the influence of standardized testing on teaching and learning. The two research questions discussed how teachers with 5 to 10 years of teaching experience in the Florida Region describe the influence of standardized testing on teaching and learning and how teachers with 5 to 10 years of teaching experience implement the instructional content for the yearly mandated standardized testing. The research method designed used in this study was a qualitative exploratory case study. The population of the study consisted of thirty teachers from one middle school in the Florida region. The study sample comprised eleven teachers. A purposeful sample was carefully selected based on inclusion and exclusion criteria protocols. The data collection instruments in the present study consisted of one interview, documentation produced in the organization, and field notes. Data analysis in unison with data collection included notes, reflexivity, coding, comparison analysis, and forming categories and themes. Findings showed participating teachers shared the same viewpoint that standardized testing influences teaching and learning in the public school system. The study results provided recommendations for leaders and practitioners. One specific recommendation is that school board districts know the benefits and drawbacks of statewide testing on teaching and learning. [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.]