This quantitative study investigated the effectiveness of a teacher-implemented intervention of eight sessions integrated into an existing curriculum to reduce test anxiety and improve academic performance in fourth grade students. The experimental group, n=23 was drawn from a sample of 64 students in a southwestern Rhode Island public school district. The TestEdge intervention included emotional refocusing and restructuring, breathing, music, water, test-wiseness strategies and educational kinesiology exercises. The students' abilities to emotionally self-regulate their psychophysiological responses to stress, as measured by coherence scores calculated from Heart Rate Variability patterns from three computer/biofeedback sessions, improved significantly. The CTAS instrument indicated a one-point reduction in test anxiety. The standardized mathematics posttest scores, while not statistically significant, showed an improved mean gain of 10%. Given this pattern of positive improvement and continued teacher support this intervention merits further study to benefit students beleaguered by the deleterious effects of stress. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]