This paper presents preliminary research findings, using qualitative and quantitative methods, on the washback effect of the revised Hong Kong Certificate of Education Examination in English in Hong Kong secondary schools. The research employed various methodological techniques such as questionnaires (one sent out to 42 students; and the other to 48 teachers), interviews, and classroom observations, which are based on an in-depth case study approach to sampled schools in Hong Kong. Findings indicate that the washback effect worked quickly and efficiently to bring about changes in teaching materials, largely due to the commercial characteristics of Hong Kong society, but somewhat slowly, reluctantly, and with difficulty in the methodology that teachers employ. It is suggested that teaching content has so far received the most intensive washback effects, although washback effects have also been observed in teachers' attitudes and behaviors and in the English curriculum. (Contains 38 references.) (Author/NAV)