Two studies investigated the comparability of scores from paper-and-pencil and computer-administered versions of the College-Level Examination Program (CLEP) General Examinations in mathematics and English composition. The first study used a prototype computer-administered version on each examination for 94 students for mathematics and 116 for English. Based on these results and participant feedback, modifications were made to the prototype versions, and a second study was conducted using the modified tests for 96 mathematics students and 115 in English composition. Both studies used a single group counterbalanced equating design. Mathematics data were collected at Southwest Texas State University (San Marcos) and English results were collected at Utah State University (Logan). Study 1 results suggest that there were changes in average scores as a function of test delivery. Study 2 results indicate that modifications to the computer versions eliminated the mode-of-administration effects for the English composition examination, but not for the mathematics examination. Results of both studies underscore the need to determine empirically the equivalence of computer and paper versions of an examination. Twenty-four data tables, 8 figures, 10 references, and 2 appendices containing the questionnaires for student background information are included. (SLD)