A study was conducted to determine to what extent college teacher-made multiple-choice tests contain test-wiseness clues that can be used to identify correct answers. A sample of 43 undergraduate teacher-made examinations was obtained from two colleges and three universities. The sample included midterm and final examinations and quizzes. The tests were written by 36 faculty members, including 9 assistant professors, 23 associate professors, and 4 full professors. A total of 1,220 multiple-choice questions were evaluated based on 10 test-wiseness criteria (Millman, et al., 1965). It was found that 44 percent of the items contained a test-wiseness clue, and 70 percent of these items could be answered correctly by applying a clue. The clue discovered most often was "direct opposites" (i.e, writing an alternative directly opposite to the correct answer). The overall most successful clue was "key word association." It is suggested that college teachers need to consider how to avoid these clues when developing examinations. Implications for college personnel responsible for student academic improvement and faculty development are addressed. Explanations of the 10 test-wiseness criteria are included, along with information on the data analysis procedures. (SW)