The effects of test difficulty on the perception of examination difficulties and state anxiety are investigated. Thirty undergraduate students were administered the Educational Psychology Recognition Test and Test Perception Inventory to assess task difficulty and perception of exam difficultness. A modified version of the State-Trait Anxiety Inventory measured state anxiety. Two separate one way analysis of variance procedures were used to analyze the data. Results indicated that test difficulty level did not significantly affect state anxiety, but did significantly affect perception of exam difficultness. Using the Mann-Whitney U Test an additional analysis of data indicated: (1) students administered the hard difficulty level test exhibited a perception of higher exam difficultness than did their peers taking the medium and easy forms; and (2) there was no significant difference for the perception of exam difficultness between students taking the medium and easy forms. (Author/PN)