This study utilized a test, re-test procedure to investigate what effects a change in the order, or sequence, of test items would have on student performance. College juniors (n=102) were given a 50-item multiple-choice and matching item test on the general subject of educational measurement. The items had no particular sequence, but had simply been taken at random from an item bank on the subject. Two weeks later the same students were retested; alternate rows of students received the experimental version, which differed from the original only in item sequence. It was expected that a learning effect would be present, resulting in higher scores and smaller standard deviations on the re-test. Results only partially aligned with expected results. While mean performance was higher on the re-test results, standard deviation did not follow expected results. This study concludes that the sequencing of items in a test is a factor which may be more complex than previously thought and needs careful study and consideration by teachers and test makers. (Author/BW)