The Fitnessgram is one of the two most commonly implemented nationally available youth fitness test programs in the US. California state law has mandated the implementation of the Fitnessgram for grades 5, 7, and 9 in public schools. The Fitnessgram results have been used to reflect California student health-related fitness for years. There is a lack of understanding of California teachers’ perceptions on the test, however. This study aimed to determine how California full-time physical education teachers perceive the state mandated youth fitness testing. The pre-validated Physical Education Teacher Attitudes Toward Fitness Tests instrument (PETAFTS) (Keating, 2004) was used to collect the data. The instrument consisted of one subdomain (i.e., usefulness of fitness test results) and two subdomains (i.e., affects of fitness tests, and enjoyment of using fitness test results) in the cognitive and affective components, respectively. A 7-point Likert-type scale was used to measure the strength of attitudes. Participants (N = 316) were recruited through the following two methods. First, teachers (N = 82) who took part in a workshop for middle school physical education teachers and the annual conference held by California Association of Health, Physical Education, Recreation, and Dance were asked to participate in the study, respectively. Secondly, the survey and a self-addressed and stamped envelop (N = 500) were mailed to full-time physical education teachers whose names were listed in their school web site in large city school districts and 234 returned the survey, resulting a total return rate of 54.3%. The means and standard deviations for each subdomain and the overall attitudes were computed and the differences in gender and years of teaching were tested by MANOVA. Teachers’ overall attitudes toward the Fitnessgram were only slightly positive (M = 4.47, SD = 1.06). The mean scores for the subdomains (usefulness of fitness test results, affects of fitness tests, and enjoyment of using fitness test results) in the cognitive and affective components were 4.25 (SD = 1.38), 4.90 (SD = 1.15), and 4.39 (SD = 1.17), respectively. In addition, no significant differences in gender and year of teaching were found. The data from the study suggested that teachers did not strongly believe that the test results were useful and also did not like implementing the test. These results suggest that strategies to improve teachers’ perceptions on the Fitnessgram should be developed and implemented to more effectively use the test in California. Keyword(s): assessment, exercise/fitness, measurement/evaluation