In a 1963 experiment, 3,867 boys and 3,684 girls in the second grade were used to investigate the dimensionality of the Test Anxiety Scale for Children (TASC). Factors included test anxiety, remote school concern, poor self-evaluation and somatic signs of anxiety. Factor analysis demonstrates a stable multidimensional structure for TASC. Results indicate independent dimensions are required. While the questions comprising TASC admit a full range of anxiety reactions, the test is limited to academic evaluation. Additional analyses of anxiety could include comparisons to situations occurring outside of school The second grade data indicate that the stimulus class in TASC needs delimiting by distinguishing between formal test and other school evaluation situations and that there is more than one mode of anxiety response to school evaluation situations. To understand the nature of components of anxiety, measures of anxiety to test and affiliative situations could be included in a single factor analysis. A sampling of all stimuli and responses would define their independent and interactive effects on anxiety. While TASC scores and school achievement measures differ, later research will determine if this is caused by only some dimensions underlying responses to TASC. After explorations, TASC should be expanded so that several dimensions have adequate item coverage. (DO)