This chapter continues the focus on learning, but now in the context of schooling. How does a practice approach explain language learning in relationship to language teaching and language testing? In Practice Theory, a foreign language classroom is a site for pedagogical practices and what students learn is how to participate in those practices. In some cases, pedagogical practices are designed to reproduce practices from the foreign language community in the classroom, but even when the language of pedagogical practice resembles the language used in the discursive practice in the community, the language does not create the same identities as the community practice. In this chapter, the role of ideology, societal politics, and institutional power are identified as important influences on pedagogical practice. In language testing, too, the societal and political consequences of the testing process and test results are brought to the forefront by a practice approach. The question of how far an individual's test results can be generalized to that person's performance in a nontesting context can also be answered in Practice Theory by a comparison of the configuration of resources employed by participants in a testing practice with their configuration in a community practice. (Contains 1 figure, 1 table, and 9 notes.)