A disconnect exists between the way teacher candidates learn to address the needs of students during teacher training-coursework and the actual teaching expectations in a subject/grade level where students take a standardized exam. Using phenomenological research this study examined novice teachers' perceptions about developing their instruction with the responsibilities of state testing accountability. The study aimed to answer the following question, how do first year(s) teachers perceive their experiences of teaching in a high-stake testing environment? The data collected gave the researcher access to how participants experienced the phenomenon through their descriptive accounts. Three superordinate themes emerged, enabling the researcher to examine the participants from three diverse perspectives including: (a) How teachers perceived what students must learn, and represented by the teachers' lessons; (b) The possibilities for experiencing students' learning represented by the instruction; (c) As a result of their instruction and lived experience, what was really learned by the teachers. Through a detailed examination of these superordinate themes recommendations for implementing reflective student-centered instruction will be examined. Although the research focused on the experiences of new teachers from one EPP, this research in turn can inform practices and improvements for other programs. [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.]