The present study aimed at identifying the test- taking strategies used by Omani second secondary school students and their attitudes toward English tests. More specifically, it addressed the following questions: 1. What are the test-taking strategies used by Omani second secondary school students? 2. What are the attitudes of Omani second secondary school students towards English tests? 3. Does the use of these test-taking strategies vary with respect to: linguistic ability, gender, stream and attitudes toward English tests? 4. Do these attitudes vary with respect to linguistic ability, gender and stream? The research instruments used to collect data consisted of an achievement test, a strategy use questionnaire, an attitude scale and interviews. Three hundred and thirty three second secondary school students took part in this study. Data analysis revealed the following findings: 1. Students used after answering the test' strategies more frequently than 'during the test' strategies and before answering the test strategies. 2. Students had negative attitudes towards English tests. 3. A. There was no statistically significant difference between high- and low ability students in using test- taking strategies. 3. B. There was no statistically significant difference between male students and female students in using test- taking strategies. 3. C. There was no significant difference between Arts students And Science students with regard to test-taking strategy use. 3. D. There was a significant correlation between the students' test- taking strategies and their attitudes towards English tests. 4. A. High- ability students have more positive attitudes towards English tests than the low- ability students. 4. B. Male students have more positive attitudes towards English tests than female students. 4. C. Science students have more positive attitudes towards English tests than arts students. The researcher suggested: 1. Training students on using the test- taking strategies effectively. 2. Conducting further research on the effect of other affective variables on students' test performance such as motivation, beliefs, anxiety and self esteem.