Since No Child Left Behind was passed nearly 20 years ago, test-based accountability policies have grown more comprehensive in scope than ever before. Tests have always mattered, but they have become substantively empowered, now dominating classroom conversation and activity. To ascertain the impact they have on people's lives one must involve asking those for whom tests are a part of everyday experience-teachers. This entire issue, of "Peabody Journal of Education", offers a conversation across research, policy, and practice, and features the voices of practicing and preservice teachers as well as researchers, teacher education faculty, and policy advocates. Readers were interested to hear about teacher voice from incoming generations of teachers who have experienced their own K-12 schooling in an era of high-stakes assessments. It is clear that currently, teachers' voices, education policy, and assessments are entangled in unique ways. Policymaking and practice occur simultaneously and they inform each other with important differences in power and communication flow. In this article, Sanchez and Patel wondered how preservice and practicing teachers would describe how teacher voice in school operations has changed since incoming teachers themselves have grown up in the era of high-stakes assessments. They wanted to gain a better understanding of the theory that education policies and school conditions must in some way be entangled with teachers' beliefs. The commentaries they received provided critical insight about material conditions, such as the ways testing is enacted in schools, and understood by students and teachers. The authors suggest that the commentaries provided in this article should be read as opening a conversation and calling for a research agenda, rather than simply constituting what is commonly "known" about teachers' experiences.