A study compared student performance on language-usage test items embedded in a passage when the location of the answer was varied. American College Testing (ACT) Assessment experimental units were constructed that presented 35 items whose sequence of foils was varied so that each foil appeared once as the "no change" option embedded in the passage. Each of the four experimental units--tests A, B, C, and D--was administered to approximately 300 examinees as part of the ACT tryout procedures. Additional experimental units, arranged so that the two randomly selected items presented the keyed response or the leading distractor in the first position or in the third or fourth position, were administered to approximately 65 high school students representative of the usual ACT examinee. Examinees were attracted to the keyed response in the first, or "no change" position. Results for the low ability students indicate that students tended to use the first two alternatives as wrong answer options more often. However, overall results suggest that item difficulty was not affected to any significant degree by the position of the key, although some language classifications seemed more susceptible than others. Six tables summarize the effects of answer location. Appendices A and B contain sample items from the tests. (SLD)