This paper focuses on Smith's (1982) concept of test-wiseness strategies, describing several approaches that may maximize guessing on multiple-choice exams. Several previous studies indicated that the average level of performance increased when guessing was encouraged and decreased with instructions advising against guessing. Several studies were conducted to determine if test-wiseness can be taught. In each study, the test-wiseness training presented methods for using logical reasoning procedures in order to maximize guessing. In the first study, college students were administered the questions only from a standardized reading comprehension test (the reading selections were omitted). In the second study, in-class, teacher-made tests were used to measure change. In the third study, middle school social studies students were administered teacher-made tests. There were no strong effects in any of the studies. Factors affecting these outcomes are discussed. (BW)