The past decade has witnessed a proliferation of state standards and their associated tests in public schools in order to hold schools, teachers, and students accountable for learning outcomes and achievement. In this qualitative study of eight world history and world geography teachers, the degree to which the Virginia Standards of Learning (SOLs) influenced the use of digital primary source materials was examined. The SOLs had a negative influence on digital primary source use because of the large amount of material to be covered for the test, the focus of the test on fact-recall, and the intense pressure noted by the majority of teachers for their students to pass the test. Each finding, as well as its implications, is discussed.