Despite the fact that fitness is an important, high profile issue in the profession, and the fact that there are many issues associated with teaching and testing it, little research has been done to substantiate what in-service or pre-service teachers actually know and do related to fitness. The purpose of this study was to describe the results of two types of fitness assessments on college physical education majors: 1. performance on the Fitnessgram fitness test, and 2. performance on a new national health related fitness test called Fitsmart, a test designed to measure fitness knowledge of high school students. Data collected for Fitnessgram was obtained from 76 students at various levels of an undergraduate physical education program during a required course called Fitness for Healthful Living. The Fitsmart test was administered to 63 student teachers during their student teaching seminar just prior to student teaching. Background information was also collected from each student. Results were calculated as mean percentages. Two-tailed bivariate correlations between how students rated their knowledge of fitness activities and their comfort levels in teaching various grade levels were also conducted. The results of the Fitnessgram test on all majors revealed a fairly high overall rate of passing. Eighty-two percent of students passed all Fitnessgram test items at the minimum criteria of the 20th percentile. Passing rates between 90 - 100% were achieved in the 1 mile run, sit and reach, curlups, and pushups. Lower passing rates (84.2% for females, 89.5% for males) occurred in the BMI measurements. Results on the cognitive test indicated that although pre-service teachers scored in the 99th percentile for high school students, their mean score was 75.18%. The students' greatest weaknesses were in the areas of Scientific Principles of Exercise and Components of Physical Fitness. According to the FitSmart Test, student knowledge in all categories placed them in the "Healthy Fitness Zone", although the categories of Scientific Principles and Components of Physical Fitness scores averaged at the lower end of the zone ("good" vs "better"). Not surprisingly, results indicated that those who rated their knowledge of activities and their comfort levels highest were also the students who scored highest on the test. Results of these cognitive and performance assessments raise concerns as fitness plays an increasingly larger role in physical education. Further discussion is needed regarding what physical educators should know and be able to do in terms of fitness. Keyword(s): assessment, college level issues, exercise/fitness