Educators are always looking for ways to enhance the performance of students on outcome assessments. There is a growing body of research showing the benefits of music on educational performance. The purpose of this study was to determine if a "Mozart Effect" improves student performance on outcome assessments in mathematics. In this study, during the six major tests that were given for three college trigonometry classes (n = 69) a CD of Mozart music was played for the duration of the test. The results were compared to three trigonometry classes (n = 59) that were given six major trigonometry tests with no music playing. The results indicate that students performed significantly better when Mozart was being played as background music during the outcome assessment. This study adds validity to the "Mozart Effect" and considers improved effectiveness for some learners through altered assessment environments. (Contains 2 tables.)