Item response changing as a function of test anxiety was investigated. Seventy graduate students enrolled in a basic statistics course completed 73 multiple-choice items on the course content and the Test Anxiety Scale (TAS). The TAS consisted of 25 items that students indicated were descriptive (true) or not descriptive (false) of themselves. Students were classified as high, moderate, or low-anxious based on their TAS scores. Changed answers on the multiple-choice items were identified by inspection of the tests as well as marksense sheets and were classified as correct changes (wrong-to-right), incorrect changes (right-to-wrong), and neutral changes (wrong-to-wrong). Students were unaware of the nature of the research project when taking the tests. Data supported the hypothesis that high test anxious students make more item response changes than low test anxious students. Results also suggested that both high and low anxious students profit to a similar extent proportionally from answer changing. It was further found that more responses were changed on difficult than on easy items for both high and low anxious students. Test anxiety is suggested as a factor forming test-taking style. (Author/RL)