While many researchers have examined the effects of test anxiety on examination completion time and performance, most have not controlled for ability in their studies. In this study, it was hypothesized that, when ability was controlled, college students high in state anxiety would take significantly longer to complete an examination and would score significantly lower in performance than would students low in state anxiety. College students (N=88) were administered the state anxiety section of the State-Trait Anxiety Inventory immediately prior to an examination. Subject ability was determined by American College Testing scores. While the results revealed no significant differences between high and low anxiety students in the time taken to complete the examination, scores on first and second examinations were found to decrease as state anxiety increased, lending support to the hypothesis that students high in state anxiety will score significantly lower in examination performance than will students low in state anxiety, when ability is controlled. (NB)