The National Council on Measurement in Education (NCME) members' expectations of teacher and student attitudes toward standardized testing are compared with the actual attitudes of these groups to ascertain whether the perceptions of test specialists are similar to those of test users. Of a random sample of NCME members, assigned systematically to three grade ranges, 59 percent responded to attitudinal questionnaires as they thought teachers and students would in grades K-4, in grades 5-8, or in grades 9-12. A comparison of the NCME responses is made with actual responses previously obtained from 3,306 teachers and 71,763 students (90% response rate) in grades K-12 who answered identical questionnaires immediately subsequent to an administration of a standardized achievement test. Highlights of results indicate: (1) teachers are actually more knowledgeable about, and supportive of standardized achievement tests then NCME members expect them to be; (2) grades K-4 students' attitudes are far more positive than expected; (3) grades 5-12 students' attitudes reflect that the tests are less difficult, less unfair, and less likely to stimulate stress than expected. Attitudes should be monitored in order to assist non-specialist test users successfully. (RL)