Scholars have long supported the idea that teachers of languages can themselves benefit from learning a language as it can enable educators to reflect on their own pedagogical methods and understand the experiences and challenges that face language students (Cornwall & Kato-Otani, 2013; Ellis, 2006). Additionally, in the highly international modern world, institutions and employers are now highly dependent on standardized language examinations to assess candidates, making standardized testing an almost essential part of modern language education. Logically, this suggests that in order to build mutual understanding and develop classroom methodologies, taking a standardized test in a second language should be a beneficial experience for language teachers. This presentation will introduce the findings of an interview based research project that explores how taking the Japanese Language Proficiency Test (JLPT) influenced the teaching methodologies and student empathy of several teachers of English at Japanese universities, and show how taking a standardized test - be it JLPT, TOPIK or anything else - can be an excellent way for language teachers to develop their professional skills.