As military connected students transition, the scope and sequencing of courses and expectations for standardized testing is often inconsistent and unpredictable. Military leaders work diligently with education agencies to develop programs and legislature which levels the playing field for these students in order to provide them the most advantageous opportunities for academic success. Notwithstanding the tremendous efforts of many to develop systems to ease transitions; the impact of self-expectancy, perception, and anxiety to achieve on standardized tests continues to plague students. The study investigates students' perception, self-expectancy, and anxiety to achieve during standardized testing following the implementation of a test taking and study skills curriculum into an after school program. Students recruited for the study were between the ages 12-18, attended public school, and regularly participated in an Army after school program. The sample size was one of convenience with an element of judgment, or purposeful, sampling. Given the limited number of potential participants, selection of the most accessible participants was necessary; however, efforts were made to ensure the participants met the criteria necessary to infer impact on the target population. The research questions which guide the study are: What effect will implementation of the test taking and study skills program at the after school programs have on military-connected students' 1) perception to achieve during standardized testing?; 2) self-expectation to achieve during standardized testing; and 3) perceived anxiety? A holistic approach to data collection and analysis reveal common weaknesses, strengths, and perceptions of ability, self-expectancy, and anxiety. Qualitative data were collected using three methodologies, observation, journaling, and a pre- and post-intervention interview and were analyzed using inductive reasoning and thematic analysis. A significant increase in student perception and self-expectancy was noted following the intervention; however, there was little, if any, change in student anxiety. The inferences drawn from the observation, interviews, and thematic analysis were that students demonstrated significant improvement in perception and self-expectancy but little to no improvement in anxiety. Despite the lack of reduced anxiety, students reported higher grades and heightened confidence in their test taking and study skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]