Given the changes made to the GED® test in 2014, one concern among state policy makers, adult educators, and GED® service providers has been the impact of these changes on students as well as teachers, staff, volunteers, and other GED® program stakeholders. Using a qualitative, case study research approach focused on one GED® test preparation site serving young adults under 25, the present study addressed three objectives: (1) understanding participant opinions and perceptions of the changes to the GED® test; (2) examining the ways in which these changes may impact the program's provision of services, and (3) determining how the young adult students served by this program may be affected by these changes. Study findings suggest future changes to the ways in which GED® services are currently provided, especially from the perspective of program staffing needs, training practices, and resource requirements. Overall, participants were skeptical of the benefits of the new test, and all stakeholder groups perceived that the new test would have negative implications for students.