Effective test preparation for high-stakes English language tests is crucial for candidates whose futures depend on attaining a particular score. An increasing number of studies have investigated the role of test preparation; however, these studies have been exclusively conducted in individual contexts and countries around the world. This study draws upon data from multiple sources (classroom observations, interviews, focus-group discussions) gathered from learners, administrators, and teachers within three unique instructional contexts of Australia, Iran and China. The Australian and the Iranian case studies focussed on IELTS and the Chinese case study was conducted with TOEFL iBT. The multi-contextual approach enables a nuanced understanding and insight into the teaching of high-stakes test preparation classes "in context," and the ways in which the context and the test interact to influence instructional practices. As such, the findings of this study have important implications for understanding the nature and scope of test preparation.