Although research on testwiseness has varied to a great extent in the aspects of testwiseness measured and the strategies used, some conclusions can nevertheless be drawn: testwiseness is a bona fide entity and deserves attention, it is measurable, it appears to be made up of a set of specific skills rather than a collection of some general holistic abilities, and training in testwiseness can be administered to students of all ages from early childhood to adulthood. Working on the assumption that teachers at all levels need to be made aware of testwiseness strategies and be able to train their students in acquiring these skills, a study examined whether some training of undergraduate student teachers to teach testwiseness strategies would result in a significant degree of difference between the criterion referenced content area test scores of elementary school children taught these strategies and the test scores of children not taught the strategies. Eight student teachers and 174 elementary school students participated in the study. Each day for 3 weeks students in the experimental groups received testwiseness activities while the students in the control groups worked on other activities such as art or library work. Results indicated that although there was not a significant difference between the experimental and control treatment groups for any of the units taught and for any of the grades or ability groups, there was a slightly higher observed score for six of the nine experimental groups. This does not indicate that the student teachers were able to transfer the testwiseness strategies instruction they received to the students they taught. (HOD)