Teachers maintain certain attitudes and these attitudes may influence their teaching behavior. In turn teachers’ behaviors and how they structure class have been associated with student performance and learning. One area, however, about which very little is known, is fitness testing. This is surprising, given the amount of time and effort that is devoted to fitness testing in schools. The purpose of this study was to determine if a relationship exists between teachers’ attitudes toward fitness testing and student fitness test performance. All Connecticut physical educators teaching fourth grade and being the sole teacher in their school were invited to participate in the study. Physical education teachers who agreed to participate (N = 184, approximately 50% since additional teachers responded they no longer met the eligibility requirements) were required to (a) complete and return a questionnaire designed to determine teachers’ attitudes toward fitness tests that previously had been shown to produce reliable and valid scores (Keating & Silverman, 2004) and was supplemented with demographic and fitness testing practice questions that also underwent extensive pilot testing, and (b) grant the researcher permission to access his or her students’ fitness test scores through the Connecticut Department of Education. Once obtained, teachers’ attitude scores were correlated with their students’ Connecticut Physical Fitness Assessment (CPFA) scores. Results indicated that teachers maintained mostly neutral attitudes toward fitness tests. Sub-domains of attitude were also measured and indicated that while teachers may have enjoyed using fitness tests results to some extent (4.98 on a 7 point scale), they did not enjoy implementing fitness tests (3.93 on a 7 point scale). These data also revealed the existence of small to moderate relationships between teachers’ attitudes and their students’ CPFA performance. In particular, significant relationships were found between each sub-domain of teachers’ attitude, and the percentage of students passing all four components of the CPFA (e.g., overall attitude and number of students passing all four test components r [175] = .24, p < .01; usefulness of fitness test results and number of students passing all four test components r [181] = .26, p < .01) These findings suggest that teachers’ attitudes may have some correlation with students’ fitness test performance, may influence the manner in which the test is administered, and, possibly, influence students’ fitness test performance.Keyword(s): assessment, elementary education, professional development