This study was designed to determine if non-science majors who have a 1-hour teacher-structured review before each major test score higher than students who review by self-preparation. Four laboratory science classes in a junior college in Mississippi were randomly selected, with two classes assigned as the control group and two classes as the experimental group. Science majors and students with extreme unmatched ACT scores were excluded. Data were collected from five teacher-made tests which were given to both groups each semester and comparisons were made for three ACT groupings. These included: (1) all students; (2) students with an ACT of 15 or above; and (3) students scoring below 15 on the ACT. Results indicated that a teacher-structured review did help non-science students with low ACT scores to score significantly higher on teacher-made tests. Teacher-structured review did not improve the test scores for the total group nor for students with high ACT scores. (ML)