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This study investigates how curriculum subject may influence perceived washback (i.e., the impact of assessment on teaching and learning) of the National Certificate of Educational Achievement (NCEA), and teacher and student beliefs about the assessment. Four subjects were chosen .for the purpose of comparison: Japanese, French, History and Mathematics. Questionnaires were used to tap into washback effects of NCEA on teachers and students and their beliefs about NCEA. The study uncovered a more universal nature of washback effects of NCEA across the four subjects. Where variability was identified, it lay between the verbal subjects (i.e., Japanese, French and History) and the predominantly numeric subject (i.e., Mathematics). Subject also influenced beliefs about NCEA held by teachers and students. Given the link between beliefs and washback discussed in the literature, the study argues that washback can be influenced by subject both directly and indirectly. [ABSTRACT FROM AUTHOR]