Languages are closely tied with the cultures in which they are used. Learning a second language is often concomitant with learning about these cultures. In countries with limited contact to outside cultures, learning languages can lead to gradual cultural changes as new ideas are introduced through this learning. Test impact can be defined as “the ripples or waves [a test] makes in the wider educational and social world” (McNamara 2000: 72). This impact comes from a multitude of sources. Test developers, textbook publishers, teachers, parents, school districts, ministries of education and federal governments can all play a role in a test’s impact (Hamp-Lyons 1997: 298). One way of expressing knowledge of English is through TOEIC scores. The desire to get high test scores can lead to learners pursuing high scores on the TOEIC rather than learning the language (Choi 2008: 58). The pursuit of high scores often leads test-takers to attend TOEIC test-preparation classes. However, this did not lead to a drop in student enrollment, even though students were notified of this development (ibid). The desire to get high test scores superseded the desire to abide by the moral norm of fair play. This example is also an illustration of the washback effects the TOEIC has on teaching, which is the topic for the next section.