This study investigates whether the growing use of standardized testing methods may impact learners differently across language proficiency levels. Survey and language proficiency data from 22 second grade native (African American) and non-native (Hispanic and Vietnamese) English speakers were analyzed to examine whether worry, or test anxiety, foreign language anxiety, efficacy, and environmental pressures manifest differently depending on students' language proficiency levels (defined to include a measure of reading ability). The results confirm research findings that performance anxiety varies inversely with language proficiency. Environmental pressure is found to impact learners unevenly across the language spectrum. Reported self-efficacy did not vary systematically with language ability, although demographic data suggest efficacy may relate to native language literacy (or literacy in the home). Implications for future research, classroom practices, and policy makers are also considered. (Contains 19 references.) (Author/SM)