This investigation examined the Praxis I perceptions of Black undergraduate Education majors seeking admission into the Teacher Education Program at a historically Black university. Participants were 52 students conveniently selected from an Introduction to Teacher Education course where preparation for the Praxis I is emphasized. Academic identity, stereotype threat, and assessment bias were used as the conceptual framework to investigate how these students perceived standardized tests and the Praxis I examination. Findings showed that students in this study had extensive experience with standardized tests but did not know "how to" take them. Additionally, they did not perceive the Praxis I or other standardized tests as culturally biased but did argue their belief that these measurements do not accurately depict an individual's "real self." Furthermore, findings showed that these students suffered from stereotype threat prior to and while taking test even in a non-interracial setting. (Contains 2 tables and 5 footnotes.)