The impact of providing assistance to develop test-taking skills of 19 minority medical students was studied. The intervention program consisted of 15 hours of test-taking instruction and participation in learning teams that used practice tests to reinforce test-taking skills. For two sets of second-year minority students, intervention was provided before taking part of the National Board exams. Intervention was also provided to both minority and nonminority students who had to retake part or all of the Board exams. The results showed that intervention was significantly associated with improved performance. No significant differences in performance occurred for the minority and nonminority students. The minority and nonminority group's mean scores were 452 and 491, respectively, and their respective passing rates were 79 and 89 percent. In comparison, the passing rate for 25 minority students from the previous year was 52 percent. The test-taking intervention also significantly affected performance for students retaking the exams. Examination of retest performance over an 8-year period reveals that participants in the test-taking intervention gained an average of 118 points, compared to 72 points for students not participating in the intervention. (SW)