This study was conducted to explore the relationship between teachers' stated instructional objectives, students' study skill deficiencies, and the kinds of assessment items found on tests and other course documents. High school biology teachers (N=10) were interviewed individually about their teaching philosophies and practices. Responses were aligned with the types of items that appear on their tests and on other course materials. Teachers' student learning goals and the specific type of study skills they reported students to be deficient in were categorized. Test and practice items were rated on level of processing (whether the item required basic knowledge, integration, or application) and item format (recognition or recall). Overall, teachers wanted their students to develop a general interest in and understanding of the subject area and its real world applications. They also wanted their students to develop higher-order study skills by interpreting information, managing their time and effort, and thinking critically. But their assessment practices did not support these goals. On average, over half of both test and practice items required only basic knowledge, while almost none required application. Nearly two-thirds of test questions were recognition items. (Contains 24 references.) (LL)