Findings of a study that sought to determine teachers' and principals' perceptions concerning state-mandated testing are presented in this paper. Data were gathered through interviews with 30 fifth- and sixth-grade teachers and 12 principals in 3 states--Tennessee, Illinois, and New York--where statewide testing has been implemented for 30 years, 5 years, and 1 year, respectively. Findings indicated that teachers and principals mistrusted the State Departments of Education and state legislators; were confused about the purposes of state testing; perceived themselves as powerlessness to influence state testing policy; questioned the effectiveness of the tests in evaluating achievement; believed that test results were used to compare school systems; and expressed concern that scores were overemphasized. Educators did not view testing as an accurate measure of accountability. Because of this alarming communication gap between state educational policymakers and local educators, state-level policymakers should include the input of local educators who are acutely aware of their students' learning needs. Legislators' main focus should be the impact of testing on students, as they are the real constituents of state educational legislative reform. (Contains 51 references.) (LMI)