The relationship of several individual differences variables to Computer Adaptive Testing (CAT) as compared with traditional written tests are explored. Seven hundred sixty-five examinees took a Computer Adaptive Test and two fixed-length written tests. Each examinee also answered a computer literacy inventory, a satisfaction questionnaire, and a test anxiety survey. Test anxiety was found to be a significant factor in performance on both of the written tests, but not on the CAT test. Anxiety was also found to be a significant factor on several of the items on the satisfaction questionnaire. Overall, significant factors that predict satisfaction with CAT testing included level of test anxiety, computer literacy, and test length (the CAT test varied in terms of the number of items administered). Results are discussed in terms of the political and practical implications of administering CAT tests as compared to administering traditional written tests. The results also indicate that some of the individual differences variables that have been found to affect performance on written tests are not significant in CAT. (Contains two tables and six references.) (Author/SLD)