Drawing on empirical sources, I argue that teachers' actions to remove district-mandated testing from their classrooms are a form of teacher policy-making. Analysis of interviews with teacher activists and records of teachers' activism meetings show that teachers perceive belonging, trust, and community as critical to their efforts to provide equitable learning conditions for recent arrival immigrant, bilingual youth. Teachers explained that racialized neoliberalism, as it is instantiated through high-stakes testing, harms young people and creates problematic conditions for learning. Teachers opt out of testing action demonstrates what teachers believed was necessary to opt into, thus, I argue teachers' policy-making sheds light on the constructs necessary to center in education policy.