Three arguments are generally advanced about why language testing is not more familiar to teachers. The arguments are that the material on testing is not readily available or relevant to teaching, that it is out of date, and that it is not taught in teacher training or in-service training. A review of research led to inconclusive evidence on the subject; therefore, a series of controlled interviews were conducted at the University of Essen with future teachers of English as a Second Language. The responses fell into two groups; either testing was considered superfluous or it was considered fascist, or at least oppressive. The generally negative results indicate that those chapters in textbooks that indicate the benefits of testing to language teaching are not known, or if known, of little interest. A large scale study to determine teacher attitudes is in preparation. (AMH)