Research on variables related to test performance has produced mixed results. Typically, research of this type involves only a few variables. In an attempt to obtain a more complete picture, we investigated how test grades might be related to variables such as classification, student seating location, test completion time, predicted grade, time spent studying, and perceived test difficulty. Undergraduate students in five courses completed their regularly scheduled tests and responded to demographic questions as well as questions about test difficulty, time spent studying and predicted grade. The results revealed that test grades were positively correlated with students' predicted grade. Test grades were negatively correlated with test completion time and with perceived test difficulty. Test grades were not correlated with students' reported study times. Other relationships among the variables are discussed.