This study explored whether the addition of the items with more advanced math content to the SAT Reasoning Test™ (SAT®) would impact test-taker performance. Two sets of SAT math equating sections were modified to form four subforms each. Different numbers of items with advanced content, taken from the SAT II: Mathematics Level IC Test (Math IC), were embedded in the subforms. The number of Math IC items in a 25-item subform ranged from zero to six. The subforms were spiraled to obtain approximately equal numbers of examinees of roughly equal ability for all subforms. The Math IC items turned out to be more difficult than the SAT math items they replaced; therefore, there was a negative relationship between mean performance and number of Math IC items in the subforms. To examine possible indirect context effects of Math IC items, the 19 common SAT items across the subforms within a set were examined. When this was done, interset differences in performance disappeared. This finding supports the notion that test-taker performance is not affected by the mere presence of Math IC items. Rather, the effects of these items appear to be linked directly to the difficulty level of the items.