This paper employs sociological literature on risk and the commodification of education to explain current schooling practices in a context of increased concerns about students' behaviour and results on standardised tests of achievement. Drawing upon teacher and student learning practices in three school sites in south-east Queensland, Australia, the article reveals how specific tests, packages and programmes have been employed as technologies of governance to minimise the risk of adverse student behaviour, maximise student outcomes on standardised tests, and provide teachers with discrete learning experiences construed as improving such outcomes. The sum total of these foci is the construction of education as an increasingly "risky business" which employs a myriad of products and tests to manage perceived and actual risks. The paper also reveals how these products and processes constitute student misbehaviour and inadequate teacher and student learning as "risk objects" requiring constant intervention, but which also inhibit inclusion in schooling settings, and challenge teachers' professionalism.