As the classroom and workplace, among other contexts, become more diverse in their population characteristics, the need to be aware of specific factors impacting testing outcome issues correspondingly increases. The focus in this study, among other purposes, was to identify possible interactions between examinee's individual-difference characteristics (e.g., personality) and characteristics of the testing environment on test anxiety reactions and cognitive ability test performance. This study assessed reactions and performance in 4 different testing conditions through a path-analytic testing of 3 well-established theoretical models of stress appraisal and coping (i.e., cognitive appraisal, personality trait, and transactional). The transactional model, incorporating both personality and testing condition factors, was best in predicting the variance associated with the cognitive ability test scores, the 3 test anxiety score indexes (i.e., social derogation, physical tenseness, and cognitive obstruction), and the stereotype threat scores. With personality traits, for example, agreeableness was a relatively strong and consistent predictor of all study measures. Regarding testing condition factors, only the manipulation of stereotype threat level (low or high) produced some significant accounting of variance. Higher perceived stereotype threat levels were generally associated with heightened stereotype threat belief perceptions, lower cognitive ability test scores, and, interestingly, reduced feelings of cognitive obstruction in test anxiety.