Students' attitudes and preparation practices regarding standardized tests were studied with students from one elementary school and two middle schools in Atlanta (Georgia). There were 111 fifth graders (35 African American and 76 European American) and 274 eighth graders (204 African American and 70 European American). Students completed a survey about motivational factors and test preparation the week before taking the Iowa Tests of Basic Skills (ITBS). Eighth graders perceived the tests as less valid, and they prepared less for the tests and expected to do less well than did the fifth graders. Fifth graders were more anxious, but racial differences were not found for anxiety. There was a negative relationship for African American students between performance on the ITBS and believing that test scores reflected intelligence, but no such relationship was found for European American students. In addition, there was no relationship between thinking the test was important and test scores among African American students, but this relationship was positive for European American students. Differences by race and grade level suggest that there may be more to how students do on the tests than what they learn in school. (Contains 1 table, 3 figures, and 28 references.) (SLD)