Reading comprehension tests involve not only reading passages and answering questions but also making choices such as the test-taking strategy to use, whether to search passages for answers, and where to begin searching. We examined the associations between student characteristics, passage type, test-taking strategies, and students' time searching texts for answers. We also examined differences in the characteristics of students with high precision in finding text that supported correct answer choices compared to students who lacked precision. Students in grades three (n = 76), five (n = 86), and eight (n = 86) read narrative and expository passages and responded to questions. We used eye-tracking videos to code test-taking strategies and question-reading and responding behaviors (QRRBs). Student characteristics of reading achievement and working memory were measured. Results indicated that test-taking strategies and QRRB impacted the effort and time required by students to complete the tests and the processes measured.