This researcher used the qualitative research design of a case study to investigate teachers' perceptions, beliefs, and practices regarding the value and impact of short cycle assessments. Fourth and fifth grade teachers were surveyed during a common lived experience of administering weekly short cycle assessments. Survey results were analyzed in terms of teacher beliefs and teacher practices. Analysis of the data revealed: (a) the introduction of short cycle assessments may contribute to a shift in teacher thought about the impact of high stakes testing and NCLB in their classrooms; (b) there was too much emphasis on testing; (c) The Ohio Achievement Test was not an accurate measure of students' reading ability; (d) the process of administering externally imposed weekly short cycle assessments impacted teacher beliefs negatively; (e) teachers believed that their own beliefs about short cycle assessments would impact student success on the OAT; (f) the greatest factors that influence student achievement on the OAT were parent/home environment, student motivation, and student attitude; (g) teacher stress increased as a result of short cycle assessments; and (h) the most common uses of short cycle assessment information were to gain information about student progress and guide instruction. Further research is needed in examining the role of teacher beliefs and voice in testing policy, testing development, assessment practices, and professional development.