A model of research design anxiety reactions, that was adapted from the work of P. B. Cemen (1987) on mathematics anxiety reactions, was tested. The sample consisted of six classes of 152 master's degree students in a graduate educational research design course. Most were full-time teachers pursuing the master's degree part-time. Students were administered a variety of instruments to assess each aspect of Cemen's model. A questionnaire was developed to assess prior experiences, and students completed the Mathematics Anxiety Rating Scale and an instructor and course evaluation instrument, as well as the Intelligence subscale of the Adult Self-Perception Profile. Students also rated their anxiety about the course. Results showed that how one views one's own intelligence is inversely related to mathematics anxiety and is inversely related to anxiety about research design. However, none of these variables is related to achievement in research design. Prior experience with mathematics and science is not related to any variable studied. The study provides evidence for a portion of Cemen's model, with the measure of dispositional antecedents related to the anxiety reaction over research design. (Contains 35 references.) (SLD)