Test-taking differences between the sexes on the Scholastic Aptitude Test (SAT) were studied to determine if girls and boys, both white and African American, had different problem-solving styles that affected their ability to respond correctly on the test. Two studies are described. The first study, "An Investigation of the Performance Differences of White and Black Female and Male High School Students on Eight Verbal Questions from the November 1987 Scholastic Aptitude Test" (conducted by C. Ross), studied the performance of 10 white and 10 black high school juniors from two urban and two suburban high schools in the Seattle area, who were interviewed about their solution processes. There were no major sex differences in problem-solving styles, but blacks appeared to process analogies differently than did whites. The second study, "An Investigation of the Performance Differences of White and Black Female and Male High School Students on Five Math Questions from the November 1987 Scholastic Aptitude Test" (conducted by K. Kelly-Benjamin), studied solution methods used by 10 black female, 10 black male, 10 white female, and 10 white male high school juniors in New York City. In this sample, which performed well, females tended to rely more on mathematics knowledge than on test-taking skills. An analysis of the two studies, "Do Females and Males Have Different Problem Solving Styles that Create or Contribute to the Gender Gap" (P. Rosser), suggests that test-taking skills are crucial for SAT performance. A 38-item list of references is included. Thirteen appendices present supplemental data and SAT results. (SLD)