To circumvent the problem of academic dishonesty through the mass administration of multiple-choice exams in college classrooms, a study was conducted from 2003 to 2005, in which multiple versions of the same examination were color coded during testing in a large-enrollment classroom. Instructors reported that this color-coded exam system appeared to work remarkably well. However, some students strongly asserted that they only performed well on the blue tests, or that certain examination colors negatively affected their test performance. As a result, this study attempts to determine, through the investigation of the test scores earned by students on the different colored examination versions, whether there was any significant effect of examination paper color on student test performance.