This study analyzed questionnaire and interview data on teachers' practices and perceptions with respect to test preparation. Questionnaire respondents were asked to rate the ethicality of various test‐preparation practices and indicate the extent to which they utilize these practices in their instruction. On the basis of questionnaire results, interviews were conducted with a smaller sample of teachers to determine their views on the appropriateness of particular test‐preparation practices, and to determine the factors affecting teacher perceptions about a given activity. Contrary to previous empirical work, questionnaire results indicated that neither use of a given practice nor teacher perceptions of the ethicality of the practice vary across levels of student achievement. On the other hand, consistent with previous empirical work, both use and perceptions varied across grade‐level configuration. Estimates of the prevalence of particular teacher practices and perceptions were obtained and compared with those from the literature. In addition, dimensions of teacher reasoning were explored, indicating that when considering the appropriateness of a given practice, teachers consider the following factors: score meaning, learning, the potential for raising student scores, professional ethics, equity, and external perceptions.