Thus Winston Churchill described one of the most celebrated anxiety attacks ever recorded. Churchill was not, as some have assumed, dyslexic. Nor in his youth was he as stupid as he appeared. It was simply that when confronted by the testing ritual Churchill became stricken. And so it is with millions of schoolchildren today. Kennedy Hill (1984) estimates that as many as 10 million elementary and secondary pupils in America, or roughtly one-third to one-half of all students, suffer from achievement anxiety. This means that the test scores for a near majority of children may provide an invalid estimate of what they have learned or of what they are capable of learning. Fear has misclassified these students; they likely know more than they are able to tell us through conventional testing. Nor is the problem limited only to depressed test performance. Anxiety interferes with learning as well. In fact, it detracts from everything students do, say, remember, and hope to achieve.