Research on test change often documents high-stakes English test impact on English language learning, whereas evidence for simultaneous impact on affective predictors of learning is still missing. We tested a theoretical model positing that changing high-stake English tests (English Language Requirements for University Entrance, in this study) influences learners' attitude, perceived test-anxiety, learning stress, and motivation for learning, and that perceived motivation, test-anxiety, and learning stress mediate the link between attitude and achievement (English language achievement). Results of a structural equation modeling (SEM) confirmed the model yielding support for the strong total effects of attitude and motivation on achievement (N = 468 EFL learners). Under such a program, test-anxiety and learning stress negatively correlated with attitude, mediated the effects of attitude on achievement, and their joint effect negatively influenced motivation having the second strongest direct effect on achievement. Motivation was also documented as important mediator of the effects of attitude, text-anxiety, and learning stress on achievement. The model was used as a means to validate the new tests in terms of their perceived consequences and effectiveness and, in effect, helped observe a discrepancy between the idealized policy behind the change and the real practices within the change context. Educational implications are discussed.