Many educators contend that standardized assessments coerce instructors into teaching-to-the-test, a method which they claim promotes rote learning, limits academic growth and marginalizes at-risk learners. However, this researcher asserts that when underachieving developmental community college students are instructed with techniques congruent with their learning-style preferences, they can improve their standardized test scores, grade-point averages and rate of retention. (Contains 3 tables.)