Siegel et al. 1 Experiences of Teacher Certification Testing: Bias, Resistance, and Practical Solutions Marcelle A. Siegel, Shannon M. Burcks, Patrick Bowey, Yumeng Du, Dante Cisterna, Nilay Muslu, Christopher D. Murakami, Suleyman Cite Paper presented at the Association for Science Teacher Education (ASTE) 2020 annual conference, San Antonio, TX. Citation: Siegel, M.A., Burcks, S.M., Bowey, P., Du, Y., Cisterna, D., Muslu, N., Murakami, C.D., & Cite, S. (2020). Experiences of teacher certification testing: Bias, resistance, and practical solutions. Paper presented at the Association for Science Teacher Education Conference, San Antonio, TX. ABSTRACT Preparing teachers to understand and resist the pressures from high-stakes testing is a timely and critical undertaking for teacher education. An increasing trend in teacher education programs is the implementation of high-stakes assessments for teacher certification, such as content and performance assessments. These assessments have been advocated in the context of ensuring that high-quality teachers can enter and graduate from teacher preparation programs. This study examines the impact of a certification test through the eyes of preservice teachers, university administrators, and teacher educators. Interviews with 12 participants were conducted. Secondary data sources, including testing and curricular artifacts and classroom observations, further supported the analysis. The study identified three themes about the perceived impact of the test: 1) ethical considerations of the assessment; 2) failing the needs of preservice teachers, and 3) resistance and coping mechanisms. We will discuss practical considerations for supporting science teachers as they negotiate the pressures associated with standardized testing. Within the changing climate of education, we discuss the urgent implications for teacher education programs and propose research-based guidance for moving towards a more effective and ethical teaching society.