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This proposal is intended to incite a presentation on whether a student’s success in a course is based on the assessment tool used; or how he or she understood, interpreted and applied the information. This researcher has discerned that students have a perception that their success on assignments, namely exams is dependent on the format of the assessment tool (multiple choice, problem, essay, etc.). A discussion with other instructors purported similar conclusions. The purpose of this research is to test that theory to determine its validity by examining current literature to explore the bases for this theory and the recommended resolutions. Furthermore, a review of two classes where the student took the final exam of choice based on preferred exam format; with results compared to interim exams that used a combination format. The use of outcomes from this presentation may provide aid to instructors in improving students’ success rates in accounting classes.