The purpose of this study was to examine assessment practices of urban physical education teachers related to health-related physical fitness. Elementary (n=70) and secondary (n=68) physical education teachers in a large urban school system responded to a survey designed to indicate various assessment methods used by teachers and the ways that they used information from fitness assessment. The return rate for the survey was 36% (138/383). Most teachers had a Masters degree (68.8%) with an average of 9 years teaching experience. Most participants were Caucasian (94.2%), slightly more females (56.4%) than males (42.8%), and had an average age of 40.4 years old. FITNESSGRAM was the major standardized test utilized by teachers to assess health-related physical fitness (83.3%). Approximately 50.7% of the teachers used assessment results to develop personalized fitness plans, 47% shared results with parents/guardians, 39.9% placed results in the students¢ school records, 21% used the results to assign grades in physical education, and 15.2% used the results to determine recipients of fitness awards. Only 13.8% of the teachers assigned a grade to the fitness assessment results. The most commonly used tool that the teachers used to gather information for assigning a grade was the observation (33.3%), followed by participation records (17.9%), student self-assessment (12.3%), written tests (10.4%), peer-assessment (7.3%), application of rubrics (5.0 %), journal and log entries (3.8%), written reports (3.0%), portfolio (2.4%), and polls (1%). Most teachers used grades to inform students of their status in class (89.1%), inform parents of students¢ status (85.5%), motivate students (84.1%), inform administrators of students¢ status (54.3%), know students health-related fitness better (53.6%), and include in permanent record (50.7%). In determining a final unit grade, effort was used the most (23.9%), followed by sportsmanship (9.6%), dress and showers (8.89%), development in cognitive skills (8.65%, attendance (8.65%), development in social-behavioral skills (8.1%), improvement (7.4%), achievement in motor skills (7.06%), development in affective skills (4.8%), and improvement in fitness (2.9%). Most teachers conducted pretest preparation and posttest follow-up and the majority of them used letter grades to inform students of their status and motivate the students. The survey results indicate more student-centered assessment practices should be included in the assessment process while less emphasis should be placed on letter grades.