Advances in technology available to access test data coupled with the challenges of No Child Left Behind (NCLB) are pushing schools to grapple with the complexities of test score data. With the current frenzy to raise test scores, there is little attention being paid to teacher development in learning to use data to improve learning. For the past seven years, the Camden County (Georgia) School System has tackled the challenge of teacher acceptance of data usage. This article presents the phases of development the teachers in Camden County undergo in accepting and interpreting data to improve their teaching. The authors discusses each of these five phases: (a) Phase 1: Confusion and overload; (b) Phase 2: Feeling inadequate and distrustful; (c) Phase 3: Challenging the test; (d) Phase 4: Examining the results objectively and looking for causes; and (e) Phase 5: Accepting data as information, seeking solutions, and modifying instruction. (Contains 1 figure.)