The impact of the accountability system on perceptions and practices of elementary teachers in South Texas was examined. A mixed methods approach was utilized in this descriptive study. Participants were randomly selected and included 192 educators from 12 campuses, from various districts. Teachers stated that they experienced a great deal of pressure, especially from the emphasis on outcomes of state-level tests, campus principals, central office, and other teachers. Additionally, teachers reported that they altered their instructional methods to adjust for accountability pressures. Teachers also shared that they were pressured to teach some objectives over others, and that they spent more time teaching the Texas Assessment of Knowledge and Skills objectives than they might otherwise. (Contains 4 tables.)