The attitude of students toward taking achievement tests, as well as the relationship between this attitude and student performance on achievement tests, was studied in three southern Illinois schools. Students in grades six through nine were administered the 1973 Stanford Achievement Tests, followed by an attitudinal test developed for the study to measure students' attitudes toward taking the achievement tests. Percentiles of both tests were obtained, and a test-retest reliability index of .87 was calculated for the attitudinal test. Generally, student attitudes toward achievement tests were found to be positive. However, only moderate correlations were obtained between students' attitudinal test scores and their actual achievement test percentiles. Achievement scores were most highly correlated with students' self-attitudes toward the tests. Although students strongly agreed that achievement tests were important to their teachers and that teachers wanted them to do well, these attitudes had very little relationship to actual test performance. (RL)