Recent research has indicated that the results of the implicit relational assessment procedure (IRAP) may be affected by certain facets of the measure. The current research explores the use of response options in the IRAP and their potential influence on the responding of college students (N = 40) across two similar IRAPs. The IRAPs differed solely in the different types of response option used: contextually cued relational responses (Crels) or relational coherence indicators (RCIs). The terms “same”/“opposite” served as Crel response options whereas the RCI response options were “right”/“wrong.” The expected IRAP effect was evident on D-scores from both IRAPs. This effect was shown to be stronger when Crel response options were used (Wilk’s Lambda = .86, F (1, 36) = 6.05, p = .02, ηp 2 = .14.), however, there was no statistically significant effect shown for the order of their presentation, nor were any other interaction effects detected. Potential implications and possible avenues for future research are discussed.