Teacher perceptions of standardized achievement test items, drawn mainly from the Iowa Tests of Basic Skills (ITBS), as possibly favoring black or white pupils was investigated. Teacher' ratings were compared across race of raters, black and white; item types; favoring blacks and favoring whites; and six subtests. Ratings were also compared with two statistical indices to ascertain their relationship to common item bias identification procedures. Thiry items with the most extreme black-white differences in transformed item difficulty from the vocabulary, spelling, capitalization, punctuation, and language usage subtests (a total pool of 453 items) were selected for teacher evaluation. Eight additional items labeled Intentional Favoritism (IF) appeared to favor either black or white pupils. The sample consisted of 41 white and 51 black teachers selected from one school district in Chicago and three additional public elementary Chicago schools. Results implied that teacher reviewers as a group can reliably and validly rate test items for favoritism in either the direction of blacks and whites as indicated by their ratings on the IF. In particular, the limited effects for item type differences on the 30 ITBS items can be attributed to editorial scrutiny for both ambiguities and bias. (RL)