Are U.S. and, in particular, Hoosier students competitive and ready to succeed in an ever-changing and increasingly global economic landscape? This question is frequently considered by K-12 education stakeholders at all levels, including national, state, and local officials. One of the central ways in which education systems can compare themselves internationally is through regularly administered education assessments, such as the Trends in International Mathematics and Science Study (TIMSS) or the Programme for International Student Assessment (PISA). Both PISA and TIMSS are large-scale international assessments for students, while the National Assessment of Educational Progress (NAEP), also referred to as the "Nation's Report Card," is designed to gather information that meets national and state needs. The important distinction here is that NAEP is a national assessment, and PISA and TIMSS are international assessments. Historically, the U.S. ranks consistently in the middle of the pack among national participants in most international education assessments. Given that the U.S. is a large country with diverse state and local education systems that can and do vary meaningfully, aggregating and reporting at the national level provides useful information for national policymakers, but does little for state and local policymakers. Fortunately, in 2011, Indiana participated in the latest round of 8th grade TIMSS assessments. To that end, this policy brief examines the 2011 TIMSS results for Indiana students in order to compare Hoosier 8th graders with their global peers, looking at averages for the Top 10 performing countries (averaging education systems at the country level, excluding the state of Indiana), the U.S., and the world. This brief presents the results in terms of system-level populations. Disaggregated results by gender and system-level comparisons across TIMSS benchmarks are also presented and discussed. The brief concludes with an examination of achievement trends in Indiana, and internationally, from 1999 to 2011, including a short discussion of what these results mean in the context of current education reforms in the state.