A study involving two groups of students enrolled in two concurrent 16-week terms of a course taught at two Southwest Texas Junior College campuses compared the effects of traditional and non-traditional testing. The traditional approach consisted of typical individual testing, while the non-traditional approach involved group testing (i.e., two students collaborating on one test instrument). The anxiety level of each group was assessed within the design of the investigation. Subjects included 26 students in the traditional group and 20 students in the non-traditional group; the course in both cases covered principles of management. Results indicate that: (1) anxiety levels were lower among students taking group tests, and (2) reduced anxiety levels influenced the students' test performance. Three data tables and two bar graphs are included. The 37-item anxiety level pretest with grading key, the 37-item anxiety level posttest with grading key, an article on tandem testing, and an article on the Partnership Exam are appended. (TJH)