This study investigates the effect of different noise conditions on students’ test performance and test anxiety. Thirty-three undergraduate students attending Carroll College participated in this study. The participants were randomly assigned to three noise conditions: control (no noise), white noise, and nature noise. Participants were given the Texas State University’s Student Learning Assistance Center’s version of Sunnis Test Anxiety Behavior Scale, a practice ACT reading test, and Speilberger’s 1980 Test Anxiety Inventory. The first questionnaire measured the student’s general test anxiety, the ACT measured the student’s test performance, and the last questionnaire measured the student’s test anxiety pertaining to the practice test. Results indicated no significant difference between the three noise conditions regarding general test anxiety, test performance, or test anxiety. Upon further analysis, there were marginally significant differences between the control group and nature group on test performance – indicating that students in the nature group performed better on the ACT than those in the control group. Additionally, there were marginally significant differences between the control group and nature group on test anxiety – indicating that students in the nature group had decreased test anxiety compared to the students in the control group. Implications for this study suggest that while there was no effect of noise, the lack of findings may be attributed to increased general test anxiety in the control group.