The study described in this article investigated the relationship between three variables in the IELTS oral module--planning, proficiency, and task--and was designed to enhance our understanding of how or whether these variables interact. The study aimed to determine whether differences in performance resulted from 1 or 2 min of planning time. It also aimed to identify the most effective strategies used by candidates in their planning. Ninety candidates, in two groups--intermediate and advanced--each undertook three tasks with either 1 or 2 min planning time or none. All tasks were rated by two raters, and the transcripts of the speech samples subjected to a discourse analysis. Neither the analysis of the scores nor the discourse analysis revealed any significant differences in performance according to the amount of planning time provided. Although this suggests that planning time does not positively advantage candidates, we argue that 1 min of pretask planning should be considered as an option in the test development process in the interests of fairness and to enhance the face validity of the test. The study concludes with a discussion of possible reasons for our null findings and proposes avenues for further research. (Contains 14 tables, 3 figures, and 3 footnotes.)