As a component of a research and training study funded by the Carol M. White PEP grant program, 2002, teachers (N=320) were trained to use the Fitnessgram Assessment and Software programs in a one day (8-hour) workshop. Pre- and Post Workshop questionnaires were used to assess teacher knowledge and attitudes about health-related fitness, and a post implementation questionnaire was used to gain insights into barriers effecting curricular change and implementation of the program into their existing physical education classes. Along with a synthesis of the data analysis (Frequencies, ANOVA, and Repeated Measures ANOVA) of teacher knowledge and attitudes, this presentation will present suggestions by teachers to help colleagues avoid barriers and more easily make changes to their programs. It also provides Fitnessgram trainers and instructors feedback related to trouble spots for teachers, thereby enabling them to highlight and discuss these areas in workshops and in-service presentations. From the open-ended questions, the overwhelming majority of teachers cite time (classroom and computer availability) and computer problems as the major barriers to full implementation. The most commonly noted desirable aspects of using Fitnessgram centered around its: alignment with national standards; focus on individual goal-setting; ability to provide individualized printouts; non-competitive and motivational effect on students; and, knowledge (feedback) components on the printouts for the students. Target audience: all k-12 Physical Educators, Physical Best/Fitnessgram Instructors, Pre- Service Teachers (Future Professionals), College Teacher Preparation Faculty.Keyword(s): assessment, exercise/fitness, professional preparation