Estimation skills are critical for students in the 21st century. The ability to estimate or approximate is widely accepted as fundamental to problem solving, and important for checking the reasonableness of results. (Dowker, 2003; Reys & Reys, 1989). Therefore, estimation should be an important aspect of problem solving in all year levels but it is often neglected at secondary school. This article begins by describing the different types of estimation and then the findings from a competency test given to 168 Year 8 students. These findings include attitudinal questions and questions related to estimation of measurement quantities. Some implications for the future are considered. The research question reported here is: What are students' perceived and actual quantitative estimation competencies?