The purpose of this study was to explore Idaho Region IV fourth-grade teachers' perceptions regarding the educational influence of Idaho State Achievement Standards and the Idaho Standards Achievement Tests (ISAT) in language usage, reading, and math. Differences between subgroups based on teacher/school demographics, specifically, teachers' gender, age, years of teaching experience, degree achieved, whether National Board certified, student achievement reflected by the percentage of students who met state proficiency in language usage, reading, and math, and student/school socioeconomic status, were also explored. This study employed a quantitative design. Data were collected using a survey created by the researcher. Sixty-one teachers (a 56% return rate) completed the survey. The respondents represented all 39 elementary schools and 22 school districts in Idaho's Region IV. Individual survey items were analyzed descriptively. Thematically grouped survey items were computed as total variables and demographic comparisons explored using t-tests and analyses of variance (ANOVAS). The demographic questions painted a picture of predominantly middle-aged, female teacher-respondents, who had attained a BA/BS+30, with 6-30 years of teaching experience. The respondents taught in fairly large schools, with half to three-quarters of their student population qualified for free or reduced meals. A majority of respondents noted the majority of their students had demonstrated ISAT proficiencies in language usage, reading, and math. Respondent perception total variable means hovered around neutrality across all three total variable constructs (teachers/teaching, students, administrators) and, contrary to what the researcher might have anticipated, did not reveal especially strong positive or negative feelings about the influence of the Idaho State Achievement Standards and their implementation. Individual survey item analysis did, however, reveal directional trends. Regarding the influence on teachers/teaching and administrators, respondents expressed concerns about declining morale, increasing stress, and assessment-associated time constraints. Regarding the influence on students, positives were noted in terms of standards aligned textbooks, curricular materials, but concerns were expressed regarding measures of teacher effectiveness, student motivation, and the link between assessments and actual student learning. The comparative analysis revealed significant differences between demographic subgroups in terms of teaching experience and teacher/teaching influence, and language usage, reading, and math proficiency and student influence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]