This paper reports the results of an SAT I field trial which examined test performance and efficiency of test timing for students with disabilities. A prototype SAT I test was administered to 1,113 students with disabilities in December 1992, in special formats and using special accommodations, to obtain information about the level of performance and amount of time used by students with hearing, learning, visual, and/or physical disabilities. The test was available in braille, large type, regular type, cassette tape, and reader's script versions. Students taking regular-type and large-type versions were given 1.5 times the standard amount of time for each section; other formats were given at least double the standard time per section. The great majority of students were able to complete the entire test sections, irrespective of test format. Math sections of the test displayed wider variation in completion rates by test format and by test section than did verbal sections. Verbal scores were lowest for students taking the script version and highest for those taking the regular type version. Math scores were lowest for students using the braille version and highest for those taking the regular type version. Results are compared to results of a spring field trial. (JDD)