Students exhibit a variety of test-related behaviors before and during the American College Testing (ACT®) test. Previous ACT research has identified associations between test-related behavior and ACT test performance. For example, test preparation has been shown to be associated with modest ACT Composite score gains on the second ACT testing occasion. This study builds on previous research, using recent data on student test-related behavior. It examines the relationship of such behavior with test performance using statistical modeling, a method that allows the relationship between a single test-related behavior and ACT performance to be examined while statistically controlling for other test-related behaviors and relevant student characteristics.