The advantages that computer adaptive testing offers over linear tests have been well documented. The Computer Adaptive Test (CAT) design is more efficient than the Linear test design as fewer items are needed to estimate an examinee's proficiency to a desired level of precision. In the ideal situation, a CAT will result in examinees answering different number of items according to the stopping rule employed. Unfortunately, the realities of testing conditions such as scheduling and improper test-taking strategies on the part of examinees have necessitated the imposition of time and minimum test length limits on CATs. Such constraints might place a burden on the CAT test taker resulting in aberrant response behaviors by some examinees. Occurrence of such response patterns result in inaccurate estimation of examinee proficiency levels. This study examined the effects of test length, time limits and their interaction with the examinee proficiency levels on the occurrence of aberrant response patterns due to rushed guessing. Related figures are appended. (Contains 17 tables and 150 figures.) [This paper was published as: "Laboratory of Psychometric and Evaluative Research Report No. [428]," School of Education, University of Massachusetts, Amherst, MA.]