A sample of l34 adults enrolled in adult education programs for credit ranked types of test items. From most to least preferred, the five types of test item were multiple choice, true/false, matching, fill-in-the-blank, and essay. Respondents also explained which type of test item contributed to anxiety for them. Vaguely written essay questions and poor scoring and grading practices caused anxiety. A true/false test contributed to anxiety when too much was read into the question. Multiple-choice items constructed to have a best answer tended to be confusing. (Less anxiety, however, was also associated with the same five types of items for some respondents). An adult learner's felt need to do well on an examination and the need to schedule study time contributed to pretest anxiety. Most responses indicated that the test administrator would need to know the individuals' specific symptoms to recognize anxiety. The test constructor and the level and quality of test were factors in the individual's anxiety. It was suggested that sensitivity to the learners, their level of written expression, and the quality of the test items are all conrolled by the instructor, and that instructors could alleviate anxiety by showing students consideration. (YLB)