A study conducted in Finland investigated the relationships between trait and test anxiety and low and high achievement in 552 sixth- and eighth-graders. Before the final English language test of the spring term, the students responded to a questionnaire concerning worry, tension, test-irrelevant thoughts, physical reactions (e.g., rapid heartbeat), and fear of failure. A separate questionnaire measured background motivation. Student grades in English and scores on two closed and two open English vocabulary tasks served as achievement measures. Results indicate a connection between anxiety and foreign language achievement. Self-reported anxiety levels were found to be relatively low. It is suggested that the role of communication anxiety in foreign language learning be studied in higher grades, where oral proficiency becomes important. Further research on the interaction between trait and situation-specific anxiety is recommended. An 18-item bibliography is appended. (MSE)