Prompted by a previous study investigating the effects of pacing on the academic testing performance of college students with AD/HD, we further explored our preliminary findings, which suggested that a computerized testing environment enhanced the testing performance of college students with AD/HD. We compared the effects of a computerized vs. paper-pencil testing format as well as the effects of regular time vs. extended time on the students' testing performance. Students taking the computerized version of the test performed significantly higher than those who took the paper and pencil version of the same test. The amount of time the participants had to take the test did not significantly affect their performance. Insights gleaned from the qualitative data furthered our understanding of testing accommodation concerns shared by many college students with AD/HD. (Contains 4 tables.)