Abstract: This exploratory study looked at examinee item choice behavior in a variant of computerized adaptive testing, called self-adapted testing, which allows each examinee to choose the difficulty levels of the administered test items. Participants were 148 students in an introductory statistics course at a large university. Examinees who chose more difficult first items initially expressed greater capability and higher confidence and then reported less anxiety just prior to testing and for mathematics in general. Correlations of capability and confidence with item choice decreased with subsequent items on the test. The strategies that examinees used in choosing items were also investigated. Findings show that examinees tended to move to a more difficult level after one or more successes at a particular difficulty level and to a less difficult level after one or more failures at a particular difficulty level. High correlations were found between the difficulty levels chosen and examinee ability level indicating that examinees showed a strong tendency to choose items that were of moderate difficulty for them.