First-, second-, and third-year students enrolled in an introductory educational psychology class at Texas A&M University in College Station were administered either a pencil-and-paper or computerized version of the Strong-Campbell Interest Inventory. The same or other version of the test was administered after 2 weeks. Focus is on equivalence of modality of test administration. Data were available for 75 students from four test conditions. With statistical significance as the standard, the results indicate that the two forms of the test are equivalent because reliabilities among the four student groups were similar, as were means and standard deviations. Very slight differences favored the computer-based test, with slightly higher reliability, a smaller standard deviation, and smaller difference scores, possibly resulting from the appearance of only one item on the monitor at a time. If these findings can be replicated, users of the computer-based instruments will benefit form increased reliability while maintaining confidence in established norms and validity. Three tables providing statistical data are appended. (SLD)