The study endeavored to determine if teaching test-taking strategies had an impact on the students' performance on the ACT science subsection exam. Students received test-taking strategies instruction for the ACT science subsection exam. Students were administered a pre-and post-test, confidence survey, and strategies ranking list. The study also sought to determine if a relationship existed between their Algebra I EOC and ACT science subsection scores. The Algebra I EOC was used as a proxy for analytic reasoning and critical thinking ability to determine if a predictive correlation existed and to serve as performance baseline data for the ACT science subsection. Algebra I EOC gains and student demographics were also examined for correlation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]