This paper outlines recommended test-taking strategies for the self-sufficient learner based on research in cognitive psychology. The theoretical model used is the information-processing approach involving the three essential steps of paying attention, encoding, and framing associative linkages for the new material. Preparing for examinations is presented as the first hurdle. It is suggested that students keep up with the class by reading, attending lectures, and taking notes. Two research-recommended activities that appear to be very helpful in preparing for an examination are discussed: reviewing rather than cramming, and finding out the exact kind of test to expect. Different review strategies are examined in terms of the information processing model. A four-step plan for taking a test is suggested which involves going through the test four times, with four different purposes. It is noted that test-wise learners, those who have acquired the cognitive abilities to do well on a test independent of the subjective test content, use an organized approach to taking both multiple-choice and essay tests that reduces anxiety and maximizes the chances for optimum performance. Contributions from cognitive psychology are presented which include general instructions for working through a test as well as more specific advice. Instructors are encouraged to teach the kinds of techniques and strategies discussed in this paper in order to help their students become test-wise, self-sufficient learners. (NB)