Undoubtedly test anxiety is a troublesome condition found to be prevalent today among college students. Over the years various attempts have been made to explore how test anxiety influences academic achievement. This paper discusses the extent to which test anxiety affects academic achievement of college students, and the techniques found to be effective in reducing test anxiety and in increasing academic performance in the test situation. Test anxiety is described conceptually as two separate but covaried components of worry and emotionality. Consequently, treatments have been designed to reduce both discomfort of emotionality and the cognitive interference of worry simultaneously. It appears that any type of treatment would seem to reduce self-reported emotional aspect of test anxiety; however, changing student's academic performance is another matter. Supplying the anxious students with improved study techniques and with effective problem solving heuristics to replace unproductive worry seem to work best. Although research results are not conclusive, it appears that multimodal approaches are the most desirable to reduce test anxiety and increase academic achievement of college students. Three pages of references conclude the report. (PN)