The present investigation examined the content specificity of math and English anxieties, tested the generality of predictions from the internal/external (I/E) frame of reference model to anxiety responses, and studied sex differences in anxiety responses. Structural equation models, using LISREL, were fit to data from the High School and Beyond (HSB) study. Subjects were the 14,825 respondents selected for the second follow-up of the sophomore cohort of the HSB study (N=5,000 was used for purposes of statistical significance testing). The results show a remarkable content specificity of math and English anxieties; despite the substantial correlation between math and verbal test scores, math and English anxieties were nearly uncorrelated. As predicted by the I/E model, better math skills were related to substantially lower math anxiety but slightly higher English anxiety, whereas better English skills were related to substantially lower English anxiety but slightly higher math anxiety. Stereotypic sex differences were observed (women had higher math anxiety scores whereas men had higher English anxiety scores), and these differences remained after controlling for the small sex differences in the achievement tests. The results strongly support the usefulness of separating math and English anxieties, and add to a growing body of research arguing for the content specificity of many academic affects. Four tables are provided. (Author/TJH)