This study uses a theoretical framework rooted in stereotype threat theory to investigate the perceptions and experiences of high-achieving African American students at an urban elementary school that had implemented a test-centered curriculum. The investigation utilized data from six focus group interviews conducted with a purposefully selected group of four African American fourth grade students, supplemented with data from 30 hours of classroom observations. Findings revealed four themes regarding how high-achieving African American children perceive their educational experiences at the school: (a) a narrow perception of education as test preparation, (b) feelings of anxiety related to the state test, (c) a concern with what White people think, and (d) the rejection and acceptance of stereotypes. Implications for practice and policy are discussed.