Several available summaries of research on coaching for the Scholastic Aptitude Test (SAT) are summarized and their principal findings discussed. Some additional studies, that have been completed since these summaries were reported, are considered and linked to the summaries. The four major meta-analyses considered are those of: (1) Messick and Jungeblut, 1981; (2) DerSimonian and Laird, 1983; (3) Kulik, Bangert-Drowns, and Kulik, 1984; and (4) Becker, 1990. Taken together, these studies indicate that the effects of coaching, special test preparation, are somewhat greater for the more curriculum-related mathematics section of the SAT than the verbal section. Longer coaching programs tend to yield somewhat greater effects, but simply doubling the effort does not double the effect. It is also apparent that the estimation of coaching effects depends on the degree to which spurious effects are controlled (e.g., regression, self-selection, noncomparable scores, differential motivation). In general, recent studies are consistent with the meta-analytic summaries. Those who seek coaching for the SAT should consider not only expected benefits, but also the cost in terms of time and money. Two tables summarize study findings. (Contains 30 references.) (SLD)