Curriculum-based measurement (CBM) tools are increasingly administered through technology-based modalities such as computers and tablets. Two studies were conducted to examine whether students perform similarly on paper-based and tablet-based math fact probes. Ten students completed 1-min addition or multiplication math probes using a single-case multielement design. Students completed the probes using traditional paper and pencil, a tablet using a stylus to write the answer, or a tablet application using a keyboard to type the answer. Visual analysis of time series graphs showed that the majority of students performed better on the paper-based probes than on either the keyboard or stylus probes. Nonoverlap of all pairs (NAP) effect size measures indicated medium to large differences between paper and stylus probes and paper and keyboard probes but weak effects between stylus and keyboard probes. Discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons.