Testing in an academic setting provokes anxiety in all students in higher education, particularly nursing students. When students experience high levels of anxiety, the resulting decline in test performance often does not represent an accurate assessment of students' academic achievement. This quantitative, experimental study examined the effects of humor on test anxiety and test performance in a selected population. Two types of test-taking strategies workshops, one using humorous examples, the other non-humorous examples, were conducted over a four-month period. Thirty-eight participants were randomly assigned to either the humor workshop or the non-humorous workshop for delivery of test taking strategies. The study explored differences between the groups in terms of demographics, self-assessed sense of humor, and pre- and post-workshop physical and psychological symptoms of test anxiety. Additionally, the study evaluated how well participants' self-assessed sense of humor correlated with post-test scores. Statistical analysis included descriptive statistics and an ANOVA. Outcomes revealed that although participants who demonstrated a score indicative of a good sense of humor, post-workshop quiz scores did not correlate with self-assessed sense of humor. Both the humor and non-humor groups had similar improvement in post-workshop quiz scores. Recommendations include the need for further study using course curriculum and humorous items included in the actual assessment materials to determine if humor produces a significant difference in the students' test anxiety and test performance in the selected population. [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.]