This paper discusses the validity of test preparation practices in the context of large-scale norm-referenced and criterion-referenced tests. It presents a framework for conceptualizing the various aspects of test preparation that includes the basic premises underlying the validity of the practices. Five areas of test preparation are outlined: (1) curriculum and test content; (2) assessment approaches and test formats; (3) test-taking strategies; (4) timing of test preparation; and (5) student motivation. Guidelines and specific test preparation practices related to each of the areas are presented with comments about their appropriateness and ethnical nature. Political factors influencing the test preparation beliefs and practices of educators are described briefly, and some conclusions are suggested. A second purpose of this paper is to expand the relationship between validity-based judgments about appropriate test preparation practices and their implications to the areas of curriculum and classroom instruction. If educators can understand test preparation practices from an instructional perspective, they can more easily integrate appropriate test preparation practices into their regular classroom instruction and focus on student learning rather than raising test scores. The difference between teaching to the curriculum content objectives and teaching to the test depends on the scope of the content domain taught, the focus of instruction, and the content focus of the test forms. (Contains 17 references.) (SLD)