This study focused on two questions: (1) whether the types of study-aid test, or the levels of test anxiety would affect the level of performance on the test under non-anxious conditions; and (2) whether there would be any interaction effect between the types of study-aid test and the levels of anxiety under non-anxious conditions. Twelve female undergraduate students were randomly assigned to two high anxiety or to two low anxiety groups--according to the Achievement Anxiety Test. Each pair of groups received a study-aid test with keyed answers or a study-aid test with keyed answers plus brief explanations. Following three weeks of studying, all subjects were tested with the learning achievement test consisting of 50 test items randomly selected from the 250 items of the study-aid test. The results of an analysis of variance indicated that the types of study-aid test and the levels of test anxiety had no significant effect on test performance. Further, the interaction of the types of study-aid test and the levels of test anxiety was also nonsignificant. One reason given to explain why test anxiety was not related to test performance is that grades were not tied to test performance in this study. (PN)