The purpose of this study was to examine if there is any relationship on reading comprehension when background classical music is played in the setting of a 7th and 8th grade classroom. This study also examined if there was a statistically significant difference in test anxiety when listening to classical music while completing a test. Reading scores were calculated using a reading comprehension test from the Item Bank and Test Platform from Miami Dade County Public School. Anxiety was calculated by using a Likert-style anxiety survey developed by Nist and Diehl (1990). The participants for this research study consisted of a sample of 40 7th grade students and 52 8th grade students. This study's 1st research question asked if there was an effect on reading comprehension in the scores of participants in the classical background music (experimental group) versus the students with no music (control group). Data from the t-test showed inconclusive results. The data showed that 7th grade students had no significant difference in comprehension mean score, while 8th graders did show a significant difference. The 2nd research question investigated if there was a relationship between test anxieties of students who tested with classical background music versus testing with no music. Results from the t-tests concluded that there is no significant difference in test anxiety when listening to classical background music. [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.]