Grade 3 teachers in Ontario must administer the Primary Assessment of Reading, Writing and Mathematics to their students. In this study, we analyze how four teachers framed and addressed the problem of the stress some of their students experienced when sitting the test. The teachers framed the problem in different ways: as related to students’ perceptions of the test, students’ preparation for the test, teachers’ attitudes about the test, or the developmental appropriateness of the test administration instructions. Their approaches to addressing the problem were related to how they framed the problem and whether they believed the test administration instructions must be strictly followed. We believe it is important for educational policy makers and test developers to understand the problem of test stress and to engage teachers in finding ways to address it.