This study addressed issues raised in the literature on science and mathematics teacher certification testing concerning the validity of job analysis data and the test domain defined by the job analysis. More specifically, the issues addressed are those associated with race, gender, and age. Questionnaires were sent to 2,801 mathematics and 2,468 science teachers or teacher supervisors identified by the Georgia Department of Education as certified in these fields. A total of 25 different forms of the Georgia Teacher Certification Test had been developed to represent the fields of secondary certification (grades 7 through 12) in the state. The forms were distinguished by task statements pertinent to particular subjects taught; the science form had 148 unique task statements, while the mathematics form had 160 such statements. For science and mathematics teachers, respectively, 1,384 and 1,600 usable responses were available. Teachers rated the task statements by indicating for each one whether they actually performed the task, its importance to the learning process, and the possibility of successful performance by minimally competent teachers. Task statement content clusters were identified as well as simple effects and group mean differences. Results indicate significant effects based on race for science teachers, but no other significant effects based on race, sex, or age. Fourteen data tables and six graphs present study data. (TJH)