The effects of a test coaching program, "Scoring High on the California Achievement Test," were investigated with a sample of 876 students in grades 1, 2, 4, and 5. Multivariate analyses of variance were used to determine the effects of the program, grade level, sex, and race. Significant differences in favor of the Scoring High program were found on some of the subtest scores of the California Achievement Tests (CAT). Significant interaction effects prevented a straightforward interpretation of the program's impact. Some of the students in some grades increased some CAT subtest scores as a result of participating in the program. The authors state that since the program did not produce clear evidence that it is a valuable tool to increase student performance on the CAT, school administrators and others involved in the decision to use this particular program should weigh the results of this study as well as the financial requirements (approximately $2.00 per student) and the use of valuable classroom instruction time as they consider whether some small increases in some test scores for some students warrants the purchase and use of the program. (Author/PN)