The actual questions are secret unless you are taking the actual test, but here are some themes to think about.
If you are feeling brave, here’s the link to the practice test.
Number sequences: Finding patterns and completing number sequences.
Word problems: Solving logical or mathematical word problems.
Logical reasoning: Questions that test your ability to draw logical conclusions.
Pattern recognition: Identifying visual or numerical patterns.
Spatial awareness: Questions involving shapes, rotations, or spatial relationships.
Verbal comprehension: Understanding and analyzing language-based questions.
Family relationships: Determining familial connections based on given information.
Word associations: Finding words that are least like others in a group.
Mathematical calculations: Solving math problems, often presented in word problem format.
Visual puzzles: Analyzing and completing visual patterns or sequences.
Time management: The tests often have time constraints, requiring efficient problem-solving.
Progressive difficulty: Questions typically increase in difficulty as the test progresses.
Multiple-choice format: Many Mensa test questions are presented in a multiple-choice format.
Diverse subject matter: Questions can cover a wide range of topics to test general intelligence rather than specific knowledge.
I’m well acquainted with the Mensa community. Like all people, they come in many flavors. Just because you are in the top 2% of the population in terms of IQ doesn’t make you any better or worse than others. Some of those people are truly amazing people. A couple were royal fuck ups in life.
Delusions of Adequacy 
Of all levels of students I taught in Dual- or Early-Enrollment classes, the absolute worst were the IBs (the designated brainiacs). They studied only topics which interested them and ignored basic fundamental exercises, saying essentially “Don’t bore me with that kid stuff . . . I don’t need it. I’ll have secretaries and technicians to take care of that crap for me.”
Unsurprisingly then, they used their superior quantum-leap intellects to go A -> B -> C . . . —> Z, more often than not arriving at the WRONG Z because they didn’t understand the procedure, having daydreamed thru those units.
Many were socially inept, condescending, and paranoid little twits whose general attitude seemed to be “Oh, PLEASE, give me a wedgie!” or “Under NO circumstances would I come to your stupid party,” especially when never asked to in the first place.
As a mustang Navy officer, I kinda dreaded getting a new tech who’d graduated top of his class in “A” School. Experience told me that he might be able to discuss theory with the best of ‘em, but basically fail to discover a blown breaker or shot fuse and instead try to re-design the power supply.
One of the best sailors I ever had could NOT pass the fleetwide exams for advancement in rate. Fortunately for us, our CO understood and allowed us to “CAP” him, twice, from E-3 to E-4 and then later to E-5 (oral exams by a panel of officers). His problem was a glitch in symbol processing which made reading technical material a total mystery, but he could fix just about anything once someone explained its operating principles.
In my 24 years in the Navy I saw that the best sailors were basically ordinary people who regularly came to work on time, used their common sense, learned by experience, and went on to the next assignment without blowing their own horns or trying to get away with something . . . in other words, not the intellectual 10% and not the bottom knuckledragging trash-dumping 10%, but the 80% who did their jobs, listened to their seniors, and never made giant ripples in the brain pool — reliable, responsive, and anonymous kids who kept the props churning, the radars turning, and the printers burning.
I read somewhere, can’t remember who said it, that leadership is the ability to encourage ordinary people to perform extraordinary things, and all they need for that is the right training, the right tools, the right incentive, and a pat on the back when they’ve finished.
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