This paper reports the development and testing of measures of teachers' attitudes toward testing and appropriate use of tests. A random sample of 555 practicing teachers in Wyoming were surveyed by mail (81 percent response rate). Five subscales assessing attitudes toward use of classroom and standardized tests were identified: (1) standardized test effects; (2) standardized test results-use; (3) value of classroom tests; (4) fairness of classroom tests; and (5) effectiveness of classroom tests. Their internal consistency reliabilities ranged from .54 to .75. Teachers using tests more often had somewhat more positive attitudes toward classroom test effectiveness. Males had more favorable attitudes toward classroom testing. Attitudes toward standardized testing tended to be indifferent to negative. Results are discussed in terms of instrument development, variable interrelationships, and implications for teacher training. (Author/BS)