The purpose of this study was to determine which equating models are appropriate for the Alabama High School Graduation Examination (AHSGE) by equating two previously administered fall forms for each subject area of the AHSGE and determining whether differences exist in the test score distributions or passing scores resulting from the equating models. The two forms equated were Form 10 and Form 30, two of the original preequated forms of the AHSGE administered at fall administrations one year apart. The equating models examined were: (1) linear; (2) equipercentile; and (3) one-parameter, two-parameter, and three-parameter item response theory (IRT) models. The equating design used two random samples of 10,000 students each from non-equivalent populations and a set of common items. Any of the five models appear to be appropriate for equating forms of the AHSGE reading, mathematics, and language subject area tests developed in the same manner as the two forms that were equated, and using the same preequating methodology. It would seem most appropriate to use: (1) conventional methods for equating since the test forms were developed using conventional methods; and (2) IRT models only if they offered something that non-IRT models did not. The importance of smoothing is discussed. Three graphs and one table present study data, and a 43-item list of references is included. (SLD)