Noting that research examining the SQ3R study strategy has raised more questions than it has answered, this paper presents a review of such research, taken from the ERIC database, "Psych Abstracts," and "Dissertation Abstracts." The paper divides the studies by educational level: elementary, junior and senior high school, and college/university. It concludes with observations based on the studies examined, including the following: (1) the SQ3R strategy develops main idea comprehension skills; (2) SQ3R is less effective than other strategies, such as underlining and an SQ Recite modification; (3) the research methodology in some of the studies made the interpretation of the results questionable; (4) lack of long term follow-up made questionable the conclusions regarding retention of material; and (5) there is a paucity of research examining the effects of SQ3R with beginning readers. (HTH)