An approach to improve the test-taking abilities of minority students, and especially college students, are discussed. The problem of lower performance of minorities on norm-referenced, standardized test is also considered. One approach to help improve students' scores on standardized tests is test-taking instruction and practice on simulated tests. Using content from students' courses on the simulated tests may help make the material meaningful and avoid having faculty direct teaching to any externally-developed standardized test. The simulated exams might use formats or types of items similar to those used on standardized tests, such as the Graduate Record Exam. Exposure to and practice on well-developed multiple choice items would help students in test-taking competency and in demonstrating their content knowledge. Time limits could also be used to help students prepare for test situations. These tests could also be used for students' self-assessment of mastery of course material, and for review purposes, as well as for reinforcement of learned content and for peer teaching activities. This approach should promote increased learning and higher academic performance. A coordinator might be used to teach and reinforce effective test-taking skills, as well as to direct the program. (SW)