This study investigated the relationship of two anxiety measures (the State-Trait Anxiety Inventory-Trait Form and the S-R Inventory of Anxiousness-Exam Form) to performance on a visual concept-learning task with embedded criterial information. The effect on anxiety reduction of cueing criterial information was also examined, and two levels of embedment were investigated. Two treatment groups of 24 college students each located embedded figures, identified the concept criteria, and identified non-example concept set members, with one group using materials cued with red outlining. Significant main effects were found for trait anxiety with the lightly and heavily embedded figure scores, and for cueing with the heavily embedded figure scores. A significant interaction was indicated between trait anxiety and cueing for the heavily embedded figures. A non-significant interaction was found for the test anxiety measure with cueing, with the high-anxious, cued subjects scoring the highest and the high-anxious, non-cued subjects scoring the lowest. A high degree of both types of anxiety had a severe debilitating effect on non-cued task performance. Cueing greatly reduced the influence of both measures and was associated with superior performance by the high test-anxious, cued subgroup. This report includes 26 references and 13 data tables. The two anxiety measures are appended. (LMM)