We examined test-expectancy as it applies to fill-in-the-blank tests. We randomly assigned 60 college students to take a fill-in-the-blank vocabulary test in one of three conditions. Two groups took the test with a word bank available; we told one group but not the other that they would have a word bank. The third group took the test with no word bank. There was no test expectancy effect; the two groups of students who took the test with the word bank did equally well. Students receiving a word bank outperformed students who did not have a word bank. The results suggest that informing students that they will have a word bank available may not have a detrimental effect on their performance. The following are appended: (1) Fill In The Blank Test With Word Bank; and (2) Vocabulary Study List.