The effects of two intervention methods on academic achievement as represented by spring semester grades in senior nursing curriculum courses were examined. The students were enrolled in a baccalaureate nursing education program at a predominantly black college. The sample of nursing students was divided into three groups based on the intervention received: 34 fourth-year students who received effective test-taking instruction, 36 third-year students who received effective test-taking instructions and learning team methods, and a comparison group of 79 first- and second-year students who received no intervention. The interventions included sessions emphasizing effective test-taking approaches for multiple-choice exams, and cooperative learning through teams (e.g., team efforts for answering practice items, and intergroup competition). Practice tests were used to reinforce the application of suggested test-taking approaches. The results indicated that both interventive modes (effective test-taking instruction and a combined test-taking instruction and cooperative learning approach) were significantly associated with higher academic achievement. (SW)