The purpose of this paper was to examine K-12 teachers' classroom experiences with standardized testing in rural New Mexico schools. Standardized tests have significantly changed the landscape of education with the use of students' test scores as a determining factor for advancement or failure for teachers (Simpson, Lacava, & Graner, 2013). Thus, teachers' perspectives needed to be considered to better understand the influence of standardized testing in their classrooms and professionally. An instrumental case study approach was used to gather in-depth information about participants (Stake, 2010). A total of fifteen teachers were used for this study. Data were collected through individual interviews, a focus group session, and document analysis. The results suggested that participants believed that the curriculum used for standardized testing was helpful to them and students, yet standardized testing has been stressful at times and that some aspect of standardized testing was not comprehensive enough for students. Additionally, participants believed that standardized testing does not have enough information could have been used to test students' intellectual capacity and that standardized testing did not benefit students overall. Furthermore, participants believed that the training offered to them was beneficial, that their professional training did help focus their teaching, and that their experiences and training had enabled them to focused more on helping their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]