The purpose of this study was to identify graduate students' predominant study skill strengths and weaknesses. Also examined was the relationship between specific study skills and library anxiety. Participants were 133 graduate students from a number of education disciplines at a university in the southeastern United States. These individuals were administered the Study Habits Inventory (SHI) (Jones & Slate, 1992) and the Library Anxiety Scale (Bostick, 1992). Findings revealed that students' responses to 62.9% of the 63 study skill statements presented in the SHI were appropriate. Study skill weaknesses were identified in the areas of note-taking and reading skills. An all possible subsets multiple regression analysis led to the identification of eight specific study behaviors that predicted levels of library anxiety. These study habits explained 45.8% of the variance in library anxiety, which, using Cohen's (1988) criteria, represents a large effect size. Implications for library anxiety reduction as a study skills intervention are discussed. Three tables present findings on characteristic strengths in students' study skills, characteristic weaknesses in students' study skills, and study habits that contributed significantly to the prediction of library anxiety. (Contains 43 references.) (Author/AEF)