Fitness tests have been used in schools for more than a century to promote student involvement in physical activity. How teachers perceive fitness tests, however, has not been studied thoroughly. The purpose of this study was to investigate teachers’ attitudes toward fitness tests. This information will help us better understand teachers’ use of fitness tests and provide a basis for test designers to better promote youth fitness tests. The results from the study also will provide baseline data for better preparing preservice teachers in terms of using fitness tests. Full-time physical education teachers (N=325) in 10 states participated in the study. Data were collected using the previously validated “Physical Education Teacher Attitudes toward Fitness Tests Scale” (PETAFTS). The PETAFTS is composed of two parts: demographic information, and 16 attitudinal items, which measure the affective and cognitive components of attitudes. MANOVA was used to examine the factors influencing teacher attitudes. Follow-up discriminant function analysis was performed to test significant MANOVAs. The results from the study indicated that overall teacher attitudes toward fitness tests were only slightly positive (m=4.70 on a 7 point Likert-type scale, SD=1.11). They neither enjoyed implementing fitness tests (m=4.73, SD=1.16) nor strongly believed fitness tests to be important and useful (m=4.66, SD=1.17). Age, gender, years of teaching in elementary schools, and membership in professional organizations did not significantly influence teacher attitudes. Years of teaching in secondary schools [Wilks’ Lambda=0.94, F(6, 640)=3.23, p<0.004], and use of different types of fitness tests (i.e., norm-reference vs. criterion-reference) [Wilks’ Lambda=0.96, F(3, 190)=2.68, p<0.05] were found to impact teacher attitudes. The results from the follow-up discriminant function analysis suggested that the longer teachers taught in secondary schools, the more they liked to implement fitness tests. The use of different types of fitness tests influenced teachers’ enjoyment of using fitness test results in their classes. The slightly positive teachers’ overall attitudes suggested that teachers did not perceive fitness tests important and useful, and did not like implementing fitness tests. This may influence teachers’ use of fitness tests. For the two significant variables—years in teaching in secondary schools, and types of fitness tests—only the affective subdomains contributed to the differences, suggesting that that this component is an important aspect in influencing teachers’ attitudes.Keyword(s): exercise/fitness, physical activity, research