An interactive effect of order of items and test anxiety on students’ performance on multiple-choice tests was investigated. Data was collected from 105 students from the College of Education for the study. A quasi-experimental design was used and 50-test item questions were used for data collection. Independent t-test, and Two-way ANOVA were used. The results show that test anxiety affected student performance. Furthermore, the result found that there was an interaction between the order of items and test anxiety on student performance. The study, therefore, recommended that tutors should encourage students to develop appropriate learning habits that will minimize their anxiety when taking tests. Finally, the study recommended that Colleges should organize seminars for tutors on how to manage students’ anxiety.