Previous research concerning the cognitive abilities of high school students has indicated that a substantial number of students enrolled in secondary science courses do not conceptualize at the formal-operational level. Further, results indicate that achievement levels in chemistry coursework are significantly affected by, not only cognitive abilities, but also instructional methods and specific classroom strategies. This annotated bibliography consolidates research results involving achievement of high school students in chemistry courses and contains the following: (1) an introduction with definitions of educational-psychological terms and relevant scientific vocabulary; (2) three lists of journal annotations involving research results about achievement in secondary school chemistry courses indexed under the three categories: cognitive ability, instructional methods, and classroom strategies; (3) extensive summaries, in the style of a review of the literature, that compare and contrast the citations in each category, with accompanying conclusions; (4) explicit recommendations prompted by the research, not only for the improvement of student achievement, but also for the enhancement of the teaching/learning process in high school chemistry courses; and (5) an alphabetical list of the citations. (JJK)