A small-scale study was conducted to compare test-taking strategies, problem-solving strategies, and general impressions about the test across computer and paper-and-pencil administration modes. Thirty-six examinees (high school students) participated in the study. Each examinee took a test in one of the content areas of English, Mathematics, Reading, and Science. In spite of the small sample, observations from the study highlight issues test developers might want to consider in determining how to present a test. Several factors were identified that might lead an examinee to respond to more than just item content when giving an answer: page and line breaks, passage and item layout features, highlighting, and item characteristics. Other factors include navigational features such as scrolling, item review, item preview, and omit capability. Examinee characteristics contributed to many of the observed mode effects, especially examinee carelessness. Care should be taken to ensure that the examinee is responding to item content only and not to inherent features associated with the test administration mode. (Contains 16 references and 16 tables.) (SLD)