This paper examines policy responses across Canada to international student assessment programs such as the program for international student assessment, trends in international mathematics and science study, and progress in international reading and literacy study. Literature reviewed included refereed and non-refereed journal articles, proceedings from academic conferences, ministry of education research reports and policy documents, books and other monographs, achievement data from various statistical databases, critiques published in newspapers, and other widely disseminated research reports. The comparative analysis suggests a variety of factors influence the nature and degree of policy responses to international comparison testing within various Canadian provinces.