The purpose of this study To ascertain whether or not English as a Foreign Language (EFL) teachers are influenced by testing and outcomes during their teaching, the concept of washback, which pertains to the impact of testing on instruction, is examined. Tests yield both favorable and unfavorable effects on students. The attitudes of teachers towards washback have a substantial influence on students as they play a crucial role in mitigating the adverse effects on teaching and learning. Methodology: A background information questionnaire is created for 57 Saudi EFL teachers. In addition, a questionnaire containing sixteen items is presented, and participants are requested to react using a 5-point Likert scale. The data is analysed using pi and bar charts, SPSS, and students. This research identifies several instructor viewpoints on the influence of testing on instruction. With no washback, experienced faculty instruct and assess students. Washback, on the other hand, affects both moderately experienced and less experienced teachers. This study discovered that experienced teachers are unaffected by testing.