Regular youth fitness test programs have been in existence for half a century. Little is known, however, about how teachers implement fitness test batteries. The purpose of this study was to investigate teachers’ use of fitness test programs in schools. This information will provide baseline data for investigating the efficacy of youth fitness testing. Full-time elementary and secondary physical education teachers (N=325) in 10 states participated in the study. Data were collected using a pre-validated instrument – a survey of teachers’ use of fitness tests and the factors influencing their use, which was developed according to the theoretical model of Ronis, Yates, and Kirscht (1989). The survey was tested, and re-tested to ensure acceptable reliability and validity. Two parts were included in the survey: demographic information, and information associated with the status of teachers’ use of fitness tests, and factors influencing use, which are not reported here. For questions related to the use of fitness test programs, yes/no answers were required, while a 1-7 Likert-type scale was used for questions such as the purposes of using fitness tests, problems encountered, preparation needed, and the use of fitness test results. The means and standard deviations of continuous variables were computed. The frequencies of the category variables were calculated and the percentages of the frequencies were reported. The results were: (a) 83.0% of the participants reported to be users of fitness tests with 73.0% of them using nationwide fitness test batteries; (b) 91.5% of the participants helped their students prepare for the fitness test(s) before testing; (c) no most important purpose for using fitness tests was identified by the users; helping students gain awards from AAHPERD or the President's Challenge had the lowest scores, indicating they were the least important purposes for teachers to use fitness tests; (d) teachers did not place high priority on using students’ fitness test results to influence their physical activity/fitness instruction, which is one of the designated purposes for implementing fitness tests; and (e) students’ absence was identified as the largest problem with implementing fitness tests. The data from this study suggest that there is inconsistency between the actual role and the designated role of fitness testing, even though most teachers used fitness test batteries. The results also suggest that the award/recognition programs included in specific tests had less influence on teachers than might be expected.