This paper presents a summary of findings from a review of approximately 225 studies of K-12 classroom teachers' attitudes toward and other educators' attitudes and support of teacher-made tests and testing practices. The findings from the review indicate classroom teachers have a positive attitude toward teacher-made tests and regard these tests as having a far more positive impact upon their day-to-day instruction than do other types of tests. Further, teachers' positive regard for these tests is reflected in their heavy reliance upon and frequent use of these self-constructed tests in their classrooms. In contrast, other educators express a positive attitude toward teacher-made tests and testing in K-12 classrooms, but this attitude is not reflected in the limited extent to which preservice and inservice training and other basic resources such as test typing, duplication, and scoring services are made available to teachers in meeting their day-to-day testing responsibilities. Four tables are included. (Contains 71 references.) (Author)