This research study describes the correlations between student performance and examination format in a higher education teaching and research institution. The researchers employed a quantitative, correlational methodology utilizing linear regression analysis. The data was obtained from undergraduate student test scores over a three-year time span. The purpose of this study was to investigate the predictive relationships between standardized examinations and practical examinations. The data consists of 247 undergraduate students' test scores spanning three academic years. Computer Technology students were assigned to take a standard midterm exam as well as a practical exam. The result of the analysis demonstrates that standardized examination scores are not predictors of practical examination scores and may well be testing different skill sets.