This study described a program for reducing students' anxiety during testing. The targeted population consisted of seventh, eighth, and ninth grade students in public schools (three middle schools and a high school) located in a medium sized urban area in the Midwest. Evidence for the existence of the problem was based on student written responses regarding test anxiety and recorded teacher observations regarding students behaviors during tests. Analysis of probably cause data revealed that students felt anxious and were unprepared for tests. The faculty was surveyed to report observed behavior regarding students preparation for tests and anxiety during a test. Reviews of the instructional strategies indicated a need for improved study skills and test taking strategies. A review of the solution strategies suggested by knowledgeable others, combined with an analysis of the problem, resulted in the selection of three major categories of intervention: study skills, test taking strategies, and relaxation techniques. Of the 91 students in the 4 classrooms, 70 completed the assessments. The postintervention data reveal that in the area of self-esteem, students demonstrated that they were less anxious about how a teacher would respond to a lower test score. Students also felt that the clarity and organization of their thoughts increased while taking a test. The most meaningful change that students observed was the reduction of tenseness when they felt prepared for a test. Thirteen appendixes contain supplemental information, including student surveys. (Contains 3 figures, 3 tables, and 23 references.) (Author/SLD)