The author examined potential differences between preservice teachers who held positive self-judgments of their test taking ability (positive self-judgers) and preservice teachers who held negative self-judgment of their test-taking ability (negative self-judgers). Preservice teachers (N = 87) enrolled in an introductory evaluation-for-decision-making course completed questions that measured views of testing. Significant differences in past experiences with testing, current views of testing, and future use of tests existed between positive and negative self-judgers. Positive self-judgers held significantly more favorable views regarding how accurately classroom and statewide assessments had measured their knowledge. On average, negative self-judgers attributed their poor test-taking performance to "bad tests," whereas positive self-judgers attributed their poor performance to a lack of preparation. Positive self-judgers were significantly more likely to agree that tests in general provide useful information. Negative self-judgers were significantly more likely to question the accuracy of information from statewide achievement tests and the fairness of classroom tests. Positive self-judgers intended to use tests in their classroom and to trust the results of classroom tests that they administered to a significantly greater degree than did negative self-judgers.