The emergence of standards-based curriculums has resulted in an increased frequency of student testing, including high-stakes testing. Of students who take tests, up to 65% may experience test anxiety, which can have negative effects on student outcomes. For this reason, the purpose of this single-group, repeated measures design, quantitative study was to determine if differences in font styles (Times New Roman, Verdana, and Georgia) affected student-reported test anxiety and if gender was a contributing factor. The research questions for this study reflected those two concepts. The framework used for this study was the theory of implicit perception. Data were collected using three versions of a fictitious test and the Test Anxiety Inventory by Spielberger, and both descriptive and inferential statistics were conducted. To answer the research questions, one- and two-way repeated-measures ANOVAs were performed. Results indicated a significant difference in anxiety levels with regard to font type, but no significant differences were found between the genders. However, these results should be interpreted with caution because of the small sample used in the study and the weaknesses in the research methods employed with this research. Based on the literature reviewed for this study, implications for social change include the decrease in student test anxiety through the implementation of various strategies, which may or may not require students' active participation and their meta-level awareness of their test anxiety. Decreased levels of student test anxiety can help improve student outcomes in the academic setting. [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.]