The aim of this report is to present the findings of the second phase in a longitudinal study of the impact of changes in the TOEFL test on teaching and learning in test preparation classrooms. The focus of this phase was to monitor six teachers from five countries in Central and Eastern Europe as they received news about changes in the TOEFL and began thinking about how these might affect their teaching in the future. Data were gathered during the period of January to May 2005. The teachers responded to monthly tracking questions and tasks that explored their awareness of the old and new TOEFL tests, the features of their test preparation classes, their reactions to the most innovative parts of the new test, and their thoughts about the type of content and activities they would offer once the new TOEFL was operational in their countries. The report includes an analysis of the teachers’ awareness, attitudes, and plans, and a discussion of the type of factors that could affect the shape and intensity of TOEFL washback in years to come.