The history of test coaching has shown that positive benefits can be produced from short-term orientation, practice, and drill. Coaching on the Scholastic Aptitude Test (SAT) has been especially scrutinized for efficacy and has shown modest program effects, despite the limited scope and duration of such programs. The present investigation expands the focus of coaching programs by assessing the effects of an intensive 63-hour Preliminary SAT (PSAT) verbal and math program on identified urban gifted students conducted in the summer of 1986. Based on a pre- posttest comparison group design, results showed a significantly positive math program effect for two of three sites tested and an overall math coaching effect of 4.2 points. Analyses of covariance results confirmed the significance of this math effect. However, a verbal coaching effect was not found as comparison group students outperformed summer program students from pre- to posttest. The observed math coaching effect was attributed to the program and was of greater magnitude than previous SAT/PSAT coaching studies. Given the strict adherence to practice, drill, and feedback on past PSAT's or SAT's, moderate program length, and instructors who are knowledgeable of SAT-type tests, coaching programs can be very effective in maximizing student scores. However, the emphasis on such testwiseness strategies may not improve the criterion performance of coached students and may also divert test focus away from the development of cognitive skills. (Author/JAZ)