This study compared students' performance on Istation, a computer-based progress-monitoring tool, and easyCBM, a paper-pencil progress-monitoring tool. Participants included 106 students in Grades K-6 from a rural school in New Mexico. Teachers in these grade levels administered both assessments three times during the school year. Results suggested that for measuring progress in reading, easyCBM was a preferred tool for students in kindergarten whereas Istation was a preferred tool for students in Grade 3. For students in Grade 5, easyCBM was preferred for measuring math and Istation was preferred for measuring reading. For the other grades, we observed no significant differences in students' scores on Istation and easyCBM for both reading and math measures. The measure used directly impacts intervention for students in reading and math at all levels, both in general and special education. Implications for research and practice within this context are discussed.