The purpose of this study was to determine if a high school graduation examination influences instructional practices. Data were obtained from a survey instrument given to a stratified random sample of Tennessee science teachers who teach the content that is tested on their state's high school graduation examination. An analysis showed teachers using predominately teacher-centered practices such as multiple-choice questions, textbooks, textbook-based assignments, and lecturing. Also, a correlation was found between factors influencing teachers' use of instructional practices and time spent on examination preparation.