This study examined contextual effects in Norwegian 10th-grade students' reports on cognitive and metacognitive strategies when using the Cross-Curricular Competencies (CCC) instrument. The CCC was first administered as the final task in a long (three-hour) testing session in the Organisation for Economic Co-operation and Development Program for International Student Assessment study. Approximately three weeks later, the CCC was re-administered at the beginning of a testing session to a subsample of 258 students. No mean differences in reported use of memorisation, elaboration, transformation or control strategies were found. However, patterns of correlations indicated that students' responses varied with context. Confirmatory factor analyses were used to explore response variability further. The results suggested that stereotyped responses were not limited to the context in which the CCC was completed at the end of a long testing session but also occurred during re-administration. (Contains 4 tables and 3 figures.) [This work was supported by the Norwegian Research Council.]