The purpose of this research was to investigate whether teachers' attitudes toward specific test preparation, whether they saw administration practices such as cheating, and the amount of pressure they felt to increase standardized test scores predicted teachers' test preparation and administration practices. Using the theory of personal action of M. Fishbein and I. Ajzen (1975), it was predicted that teachers' testing behavior would be a function of their attitudes and subjective norms, defined in this study as perceived pressure. A total of 186 classroom teachers (15% males and 85% females) from the northwest and western part of Georgia took the Testing Practices Instrument, an instrument developed to measure the three variables under study. Attitudes were negatively correlated with behavior. Teachers who felt that the testing practices were cheating were less likely to report engaging in them, and pressure was positively correlated with behavior. Other findings demonstrate negative correlations between grade level taught and teacher testing practices, and between student socioeconomic status and teacher testing practices. Implications for testing are discussed. One table presents study data. A 22-item list of references is included. (Author/SLD)