This study investigates the levels of anxiety regarding testing and math in 2 nd and 4 th graders (N= 273) in the context of Romanian National Evaluations (NE), concentrating on differences before and after the assessments. The research purpose is to understand how the pressure of national testing impacts primary school students' emotional well-being, particularly their test and math anxiety levels. Utilizing a pre-test-post-test research design, the study measured anxiety levels using two questionnaires: the "Cognitive Test Anxiety Scale Survey" (CTAS; Cassady and Johnson, 2002) and the "Abbreviate Math Anxiety Scale" (AMAS; Hopko et al., 2003). These were administered at two-time points: one week before the National Evaluation and one week after its completion. Statistical analyses, including mean comparison using the Paired Samples T-Test, and covariance-based analysis (ANCOVA) were conducted to identify significant changes in anxiety levels across time points and explore the discrepancies in test and math anxiety levels according to grade and gender. The results highlight a noteworthy decrease both in math and test anxiety following National Evaluations. The comparative analysis by grade and gender pointed out insignificant variations in test and math anxiety across grade levels and gender. [Note: The page range (69-89) shown in the citation on the PDF is incorrect. The correct page range is 69-88.]