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The purpose of this study is to explore the mathematical preference of high school AP Calculus students by examining their tendencies for using differing methods of thought. A student's preferred mode of thinking was measured on a scale ranging from a preference for analytical thought to a preference for visual thought as they completed derivative and antiderivative tasks presented both algebraically and graphically. This relates to previous studies by continuing to analyze the factors that have been found to mediate the students' performance and preference in regards to a variety of calculus tasks. Data was collected by Dr. Erhan Haciomeroglu at the University of Central Florida. Students' preferences were not affected by gender. Students were found to approach graphical and algebraic tasks similarly, without any significant change with regards to derivative or antiderivative nature of the tasks. Highly analytic and highly visual students revealed the same proportion of change in visuality as harmonic students when more difficult calculus tasks were encountered. Thus, a strong preference for visual thinking when completing algebraic tasks was not the determining factor of their preferred method of thinking when approaching graphical tasks.