The relationship between gender and the race/geographic area of students and their Scholastic Aptitude Test (SAT) score gains after participation in one of two test preparatory programs was studied. Black (n=181) and native-born Appalachian white (n=67) high school juniors were selected on the basis of high scores on the California Achievement Test in 1986 or 1987 to participate in 2- or 3-week test preparatory programs during the summer after their junior year in high school. SAT pretest scores from no more than a few months before the program and posttest scores at the conclusion of the program were obtained. Junior and senior year scores were also available for some students who chose to participate and for some who were invited but declined the invitation. Modest to large gains were observed for the summer participants as a group, both between the junior and senior scores and between the pretest and posttest scores. Gains were larger or smaller depending on which test preparatory agency provided the training, whether the measure was for the mathematics or verbal portion of the SAT, and on the race/geographic areas and gender of the students. Participants had greater increases in their SAT mathematics scores between their junior and senior years than did non-participants; however, this was not true for SAT verbal scores. Twelve tables and four figures illustrate the study. (Author/SLD)