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As an action research project, a program was developed to improve test-taking skills to increase standardized test scores. The targeted population was high school juniors in a small Midwestern community in west central Illinois. The problem of low standardized test achievement was documented through data that revealed that students fell below the state average in every category. The analysis of probable cause data revealed that students had not been prepared for standardized testing. Faculty reported that they believed in the importance of the tests, but did not take class time to coach for them. Reviews of statistics and research revealed that causes are rooted at home in economics and at school in instruction. A review of solution strategies suggested by knowledgeable others, combined with an analysis of problem setting, resulted in the selection of two major categories of intervention: encouraging students to become motivated to do well on standardized tests and designing and teaching test taking strategies to students. Postintervention data indicated that test-taking strategies could be taught. Based on the analysis of th