Two studies are presented: one study to complement previous empirical investigations in the field of English as a second language (ESL) concerning test anxiety by having examinees reflect on sources of stress during major examinations, and a comparison between anxiety factors in content and skills courses. In the first study, nine university students enrolled in two graduate courses in teaching ESL (methods and testing) were interviewed following their midterm exam and after having been administered a standardized anxiety instrument. In the second study, 17 pre-college ESL students from beginning to advanced language proficiency were interviewed following their placement exam and after having been administered the same anxiety measure. Findings disclosed that high anxiety students in both groups were troubled by similar factors, such as time constraints and exam length. In addition, student concerns went beyond the usual research interest in exam format to show that factors such as lack of familiarity with question types or perception of exam defects constitute important sources of stress. (Author/MSE)