The National Assessment Program--Literacy and Numeracy (NAPLAN) was introduced into Australian schools in 2008. Since NAPLAN's standardised tests are now regarded as high-stakes assessment, how well students perform has now become much more important. The findings presented in this paper pertain to students' experiences of how NAPLAN has affected their learning of mathematics. This investigation makes a contribution to understanding student experiences of high-stakes testing, from an Australian perspective. To best ascertain students' experiences of NAPLAN and to gain an understanding of how NAPLAN affected the teaching and learning of mathematics, a qualitative approach to research design was selected.