This qualitative study seeks to tell the story of how teachers, district administrators, and consultants came together to construct a cut score to be recommended to the Willtown Board of Education. Findings suggest that cut score setting is influenced by social and political as well as educational concerns. The findings of this study suggest continued examination of the motivations and beliefs of teachers as they participate in the cut score setting process, and exploration of the attitudes and beliefs of policy makers (e.g., members of school boards) as they use teacher judgments as a basis for setting cut scores.