Most professors use examinations as an important assessment tool to aid in determining the level of student subject matter comprehension. We also use the feedback from examinations as an indicator of the appropriateness and effectiveness of the teaching methodologies we are utilizing in the classroom. This paper is a follow-up to a 2006-2007 study on the number and types of exams/quizzes preferred by the students with the addition of both ethnically and culturally diverse students from the American University of Sharjah. (Contains 3 tables.)