This study used a theoretical framework rooted in student voice to explore the perceptions, experiences, and recommendations of African American students at an elementary school that had implemented a test-centered curriculum. The study used data from focus group interviews conducted with a purposefully selected group of fourth- and fifth-grade students, supplemented with data classroom observations. Additional interview and survey data were collected by the participants using a participatory action research model. Findings revealed negative perceptions of test-centered instruction and a desire for a personal connection with teachers, with potential implications for racial identity. Participants recommended a definition of teacher quality that included (a) being helpful, (b) not yelling, and (c) creating exciting lessons. Findings also revealed that classroom-based student voice work may have positive implications for the engagement of students marginalized by test-practice protocols.