This study examined: (1) the relationship between the fulfillment of expectations for the identification of rocks and minerals after experience with specimens selected to meet expectations and anxiety levels; (2) changes in anxiety levels after this experience was followed by experience with rocks and minerals which did not meet expectations; and (3) relationships between anxiety levels and achievement. Subjects (N=27 preservice elementary teachers) completed a demographic questionnaire, rock/mineral response sheets, and the State-Trait Anxiety Inventory (STAI), measuring state anxiety (transitory emotional state influenced by training) and trait anxiety (relatively stable individual difference in anxiety proneness). Results indicate among others that when students' expectations about rock/mineral identification were met their anxiety about teaching rocks/minerals as measured by the STAI (state) was reduced significantly, suggesting that anxiety about science and science teaching may be reduced by classroom teachers identifying subject areas or procedures which evoke anxiety and providing conscious efforts for structured success. Correlations between achievement and trait anxiety were not significant. (Author/JN)