Random samples of classroom teachers from Wyoming (n=555) and Louisiana (n=253) were drawn to determine teachers' purposes for using standardized tests, attitudes toward standardized testing, differences, if any, with grade level taught, and whether test use differed in two very different geographic locations. In addition, differences in standardized test use and attitudes were examined in relation to differences in training in tests and measurement. Elementary, middle, and high school teachers were included in the samples. A survey form was developed, containing 12 Likert scale items regarding attitudes toward standardized tests and 20 additional questions asking for demographic information and information on the types of standardized tests used and purposes for use. Additional questions covered the level of training in testing and measurement and the grade level taught. Overall attitude toward standardized tests was assessed by asking about the perceived usefulness of such tests to the teacher. A similar question covered the usefulness of classroom tests. Significant differences in reported test use were found by grade level and by amount of training. Attitude differences were also found for grade level taught. Implications for inservice and teacher education curricula are discussed. (TJH)