Thus, this study examines two beginning teachers' perceptions of a high-stakes test in the Commonwealth of Virginia. Data analysis revealed that the teachers' perceptions towards the test had changed during their first year of teaching. This issue is important because how first-year history teachers perceive and respond to the high stakes tests will, in a large part, influence how they conceptualize and develop their instructional practice and, possibly, determine whether or not they stay in the teaching profession. This study explores these issues and implications for teacher education and new teacher induction.