The performance of two groups of adult students on the General Educational Development (GED) test was compared to determine whether there was a relationship between the level of student performance on a timed versus non-timed GED test. Each group consisted of the first three hundred students who took the test at twenty-six different testing centers in Texas. In nine centers the test was administered on a time-limit basis while in the remaining seventeen centers the administration of the test was not timed. Analysis of the data indicated that the element of time did make a difference in student performance. The following groups performed significantly better on the non-timed GED tests in comparison to performance on timed tests: individuals under twenty years and over thirty-nine years of age, males, persons who had completed ten or more years of previous schooling, black Americans, and students who had participated in GED preparatory classes. (EM)