This study investigates the relationship between learning styles and test anxiety among XI standard students. Recognizing the role of individual differences in educational outcomes, the study explores how preferred learning styles influence students’ experience of test anxiety. A mixed-methods approach was adopted, using survey tools to identify learning styles and standardized instruments to measure test anxiety. The findings reveal significant correlations between certain learning styles, particularly visual and kinesthetic styles, and higher levels of test anxiety. The sample consisted of 300 XI standard students. The study further found no significant differences in learning style or test anxiety with respect to gender and stream of study. The results highlight the need for instructional strategies and interventions tailored to students’ learning preferences to help manage anxiety and improve academic performance.