Research on test taking skills of LD (learning disabled) students is reviewed and implications for improving the skill are noted. Among findings considered are that separate answer sheets appear to inhibit the performance of LD students, LD students can benefit from training and demonstrate improved attitudes toward testing, and students should answer all questions and should be encouraged to change any answer of which they are unsure. Intervention in test taking includes six quidelines: focus on the appropriate stimulus, attend to all distractors, answer all questions, never skip an answer, guess at an answer if necessary, and attend to the appropriate stimulus in the question. The paper concludes with four multiple choice questions designed to illustrate test-taking skills and strategies. (CL)