Examinations play a central role in the educational system due to the fact that information generated from examinations is used for a variety of purposes. Critical decisions such as selection, placement and determining the instructional effectives of a programme of study all depend on data generated from examinations. Numerous research studies have shown that examinations have an influence on the learning and teaching process and that such influence could be either positive or negative. It is imperative that washback effect is evaluated to determine its impact on the quality of learning and teaching that goes on in the schools. This paper presents evidence that point towards presence of examination washback effect on the teaching process as a result of the format and content of the Primary School Leaving Examinations in Botswana. A questionnaire containing quantitative and qualitative items was used to capture opinions of teachers relating to the extent to which final examinations influences topic select, content coverage, teaching methods, and classroom activities. Generally, opinions presented by the teachers point towards presence of a negative washback effect. This apparent negative washback effect on the curriculum presents a challenge to a successful implementation of criterion reference testing system in Botswana.