A recent innovation in the area of educational measurement is MDT multi-digit testing, a machine-scored near-equivalent to "fill-in-the-blank" testing. The MDT method is based on long lists (or "Answer Banks") that contain up to 1,000 discrete answers, each with a three-digit label. Students taking an MDT multi-digit test mark the appropriate three-digit response on special answer sheets for machine scoring. As expected, attitudes about MDT multi-digit testing vary significantly among students at Illinois State University who participated in its pioneer usage. Data from questionnaires given in one semester to 1,440 students show that 41% had unfavorable attitudes toward the testing method, while the remainder were neutral (36%) or had favorable perceptions (23%). This paper examines 10 variables to determine which relate to favorable and unfavorable attitudes about the MDT multi-digit technique. Apart from instructor-related factors, the variables related to favorable attitudes toward MDT testing include greater familiarity/experience with the method and higher academic performance. Five figures are presented, and an appendix contains the survey used (the Survey of Student Opinions about Methods of Educational Testing). (Author/SLD)