The education system of the United States is rated on the performance of students on large-scale standardized tests. In addition, a major portion of a student's grade for a course is based on the level of performance on classroom tests. Since this is the case, the education system must take testing and the results of testing very seriously. The purpose of this research project is to determine if test-taking strategies affect the test scores of middle school students. The research was conducted with 40 middle school students according to the steps of instructional procedure described in "Learning Strategies Curriculum: The Test- Taking Strategy" (C. A. Huges, J. B. Shumaker, J. B. Deshler, and C. D. Mercer, 1988). Analysis of the data shows that using a test-taking strategy during testing significantly improved test scores. The students in the experimental group who received the test-taking strategy training improved their test scores on the posttest significantly more than their control group counterparts who did not receive any test-taking strategy training. An appendix contains research consent statements. (Contains 5 figures, 5 tables, and 42 references.) (Author/SLD)