This investigation considers the instructional effects of color as an over-arching context variable when learning from computer displays. The purpose of this investigation is to examine the posttest retrieval effects of color as a local, extra-item non-verbal lesson context variable for constructed-response versus multiple-choice posttest outcomes. Specifically, the outshining hypothesis predicts that including matching color at posttest would have its greatest effect on more difficult items, regardless of posttest format. The participants (n = 34) in this investigation were graduate student volunteers from the Instructional Systems program at a northeastern university. This study used a posttest only design with repeated measures. Posttest data were analyzed by 2 (Context, color or no color) X 2 (Format, constructed-response and multiple-choice) X 2 (Difficulty, easy and difficult) mixed ANOVA, the first a between-subjects variable, and the second and third, within-subjects variables. Four significant findings were observed.