High-stakes testing and accountability are words that those in education hear every day. Students, teachers, administrators, parents, districts, and states are impacted by these tests and their results. This mixed-methods study is aimed to examine the perceived time spent related to high-stakes testing. This study also aims to examine the motivating factors for the reason teachers and administrators spend the time the way they do. By conducting a survey and interviewing elementary teachers in grades three through five and administrators of elementary schools, this researcher sought to find out how much time teachers and administrators believed they were devoting to preparing for high-stakes testing. This researcher also wanted to determine the motivating factors or reasons administrators and teachers spent their time the way they did in regard to standardized testing. [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.]