Test-taking intervention procedures were implemented for minority premedical students. The intent of the intervention was to modify expected performances on the science subtest of the Medical College Admission Test (MCAT). The group used to determine the effectiveness of the test intervention procedures consisted of 11 students who had previously taken the MCAT. A significant difference was observed for the MCAT administration after test intervention; the mean increase was 90.91 points. The results suggest that outcomes associated with intervention related to standardized examinations can have vast implications for minority students, particularly with respect to access to educational and career opportunities, in those areas where emphasis is placed on standardized test performances. (Author/GK)