This study investigated teachers' assessment practices in a high-stakes testing environment. Questionnaires were administered to 168 practicing teachers earning a master's degree in education. In-depth interviews were conducted with five of these teachers. The results showed that teachers reported using more traditional, close-ended assessments and felt best prepared to administer these assessments when compared to alternative methods. The results further indicated that these types of items required the lowest levels of cognitive processing. The state test was described as having an extensive influence on teachers' assessment and instructional practices. Teachers designed their classroom assessments to mimic the high-stakes test. In terms of relationships among demographic variables and assessment practices, elementary teachers reported using alternative assessment more frequently than did high school teachers. Math teachers reported using traditional forms of assessment less frequently and felt less prepared to develop and administer traditional assessments compared to other teachers.