Test anxiety is an unpleasant state characterized by psychological, physiological, or behavioral components, which individuals experience before or during a test. Test anxiety affects approximately 20 – 35 % of college undergraduate students. According to Zeidner’s (1998) theory, test anxiety is composed of individuals’ perceptions of the test, their self-perceptions, and their perceptions of the test-taking situation. This study examined an intervention targeting these three factors of test anxiety by teaching the Dialectical Behavior Therapy (DBT; Linehan, 1987) mindfulness skills of observing and participating, one-mindfully and non-judgmentally, as well as the skill of cope ahead. The intervention was intended to decrease participants’ levels of test anxiety and raise their academic performance across examinations in one of their psychology courses. Participants enrolled in psychology courses in which they had at least two exams remaining were recruited and screened for test anxiety using the Test Anxiety Inventory-5 (TAI-5; Taylor & Deane, 2002). Those participants with high test anxiety (i.e., above the cut score on the TAI-5; n = 48) were randomly assigned to one of two conditions. In the DBT condition (n = 26), participants engaged in a single, two-hour session of skills training in which they were taught the five skills mentioned above. The DBT therapist utilized the principles of the treatment to dialectically balance a focus on change (e.g., changing focus away from anxious thoughts during the test by fully immersing oneself in the test material) with a focus on acceptance (e.g., not judging oneself if anxious thoughts arise during the test). In the control condition (n = 22), participants engaged in a single session of a two-hour group in which they completed a series of brain puzzles and other activities on the computer. Before the first exam and intervention as well as after the intervention and second exam, participants completed measures including the Letter Comparison Task (Salthouse & Babcock, 1991), the Listening Span Task (Salthouse & Babcock, 1991), the Test Anxiety Inventory (TAI; Spielberger et al., 1980), the State-Trait Anxiety Inventory (STAI; Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983), the Kentucky Inventory of Mindfulness Skills (KIMS; Baer, Smith, & Allen, 2004), and the Acceptance and Action-Questionnaire-II (AAQ-II; Bond et al., 2011). After the intervention, participants completed a second exam in their psychology course. Results indicate that individuals in the DBT intervention had greater reductions in levels of test anxiety (as measured by the TAI; Spielberger et al., 1980) and state anxiety (as measured by the STAI; Spielberger et al., 1983) than individuals in the control condition. Further analyses indicated that individuals in the DBT intervention had greater increases in mindfulness (as measured by the KIMS; Baer, Smith, & Allen, 2004) than those in the control group. Individuals in the DBT group had an average of a 2.61 point increase in test scores, and individuals in the control group had an average of a 2.04 point decrease in test scores. This study provides data supporting that an application of DBT skills training with individuals with test anxiety is promising. Future research should examine if these findings replicate with different samples.