The primary purpose of this study was to examine the effects that high-stakes tests have on middle school teachers' morale and teachers' efficacy in the state of Mississippi. The participants in this study were teachers in the areas of language arts, mathematics, and science at the middle school level. The researcher used a correlational design, using multiple regression to determine whether teacher efficacy and teacher morale could be predicted from the factors identified in the literature that impacted teachers. Two one-way ANOVAs were used to determine whether there were differences in teacher morale and teacher efficacy between teachers in low performing and high performing schools. Data were collected using an online version of the High-Stakes Testing-Teacher Attitude Survey (Burke, 2006). The results of the multiple regression indicated that both teacher morale and teacher efficacy can be significantly predicted from pressure/stress and changes to instructional practices and content experienced by teachers as a result of Mississippi Curriculum Test: Second Edition (MCT2). In contrast, the results of the ANOVA indicated that there was not a significant difference in teacher morale or teacher efficacy between teachers in low performing schools versus high performing schools. It is recommended that further study be conducted in elementary schools. It is also recommended that additional study be conducted to examine the school environment as it relates to teacher morale and teacher efficacy. Finally, additional study can be conducted that utilizes a mixed-methods approach. [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.]