This qualitative research project studied the efforts of a small public elementary school over the course of 1 academic year to meet higher standards imposed by the state. The state's department of education defined school success in terms of the percentage of students passing a set of multiple-choice, standardized tests in four core areas of the curriculum. The study looked particularly at strategies the school applied in an attempt to raise students' mathematics test scores. Interviews, classroom observations, and document analysis were used to analyze the effects of new standards and the accompanying testing program on teachers. The project showed the effects of the state testing program on classroom practices, both positive and negative, and it raised questions for further study.