In this selective look at research on test-taking strategies over the last 25 years, brief mention is made of the beginnings of test-taker strategy research, and then important developments in its evolution to the present are discussed, focusing on conceptual frameworks for classifying strategies, first and second language-related strategies, proficiency level, test-taking strategies, strategies as a function of testing method, and the appropriateness of the research methods. The review notes the valuable role that verbal report methods have played in the process of understanding what tests actually measure. The conclusion is that while test-taking strategy research has come of age over the last 25 years, there still remain numerous challenges ahead, such as arriving at a more unified theory for test-taking strategies. Another challenge is to continue to find ways to make the research effort as unobtrusive as possible, while at the same time tapping the test-taking processes. (Contains 6 footnotes.)