This paper examines the effects of gender and test anxiety on students' achievement, cognition, and affects, with an interest in exploring why some students are less likely to benefit from classroom instruction than others. The data came from a western Canadian university study of 424 undergraduate students. Correlational and univariate statistics were used to examine the relationships among variables. Results indicated that gender and test anxiety differentially influenced student learning and learning-related outcomes. Low test anxious males showed higher achievement outcomes, perceived more success over their performances, and felt more confident than high test- anxious males or females. The results extend previous research and are discussed in terms of their practical applications for college teaching. (Contains 4 figures, 3 tables, and 43 references.) (Author/SLD)