Students' test anxiety is known to have significant influences on essential academic outcomes, and given the increased testing of school-aged children gender differences also appear in dimensions of test anxiety: thoughts, off-task behaviors, and autonomic reactions. This study examined: (i) whether there was a pattern of correlations existing among three dimensions of test anxiety that were tapped by the Children's Test Anxiety Scale (Wren and Benson, 2004) and (ii) whether gender differences existed in the strength of these test anxiety dimensions. Students (N= 414) from 3 public schools, attending to the fourth grade (205 Females; 209 Males) were asked to rate on the thoughts (cognitive), off-task behaviors (behavioral), autonomic reactions (physiological) dimensions. The results revealed a strong relationship between thoughts and autonomic reactions (r = 0.57). Applying a multivariate approach, gender differences were found to be significant in overall test anxiety favoring females. Results also revealed a small female advantage for thoughts and autonomic reactions, n[superscript 2]= 0.012 and n[superscript 2]= 0.016; but quite a small male advantage for off-task behaviors n[superscript 2]=0.009. Taken as a whole, we need to seriously consider the implications of these differences and pay attention particularly to females in elementary schools.