During the course of a large-scale study of teacher preparation for standardized tests in two low-stakes school districts, the question of whether the attitudes of teachers about standardized tests are a factor in their administration of mandated standardized tests in the classroom was addressed. Third-, fourth-, and sixth-grade teachers (n=178) completed a survey of perceptions of standardized tests that also asked how much time teachers spent preparing their classes for the tests. Students in one school district took the Comprehensive Test of Basic Skills in grades 3 and 6 (1,734 students and 1,607 students, respectively), while 1,955 fourth graders in the other district took the Iowa Test of Basic Skills. Teachers' perceptions of standardized tests varied, but were not consistently related either to the effort that teachers put into preparing for the tests or to their students' test performance. Results do not contradict the assumption that teachers administered the tests in ways largely uninfluenced by their personal feelings as reflected in the Likert items of the survey. Eight tables and three graphs present study findings. There is a 10-item list of references. (SLD)