This study aimed at investigating the effect of the instruction of test-taking strategies on the test performance of grade nine students in basic education schools in Oman's northern Shargyia region. The present study also investigated the effect of instructing students about these strategies on their test anxiety. Specifically, it addressed the following questions: 1. Are there any significant differences in test scores of the group that is taught test strategies (the experimental group) and the group that is not taught test-taking strategies (the control group)? 2. Are there any significant differences in the test scores of males and females? 3. Are there any significant effects of the interaction between gender and the test-taking strategies instruction on students test scores? 4. Are there any significant differences in the level of test anxiety between the group that is taught test-taking strategies (the experimental group) and the group that is not taught test taking strategies (the control group)? 5. Are there any significant differences in the level of test anxiety between males and females? 6. Are there any significant effects of the interaction between gender and the test-taking strategies instruction on students test anxiety? The research instruments used to collect the data consisted of a performance test, a test anxiety scale, and interviews. Data analysis revealed the following findings: 1. The experimental group benefited from the test-taking strategies instruction and scored significantly higher than the control group on the performance test. 2. The experimental group of students showed less anxiety than the control group on the (TAI) measure. 3. Female students' test scores were significantly better than those of male students. 4. No statistically significant differences in test anxiety were found between males and females. 5. There were no significant interaction effects found in students' test performance and test anxiety between gender and the test-taking strategies. The research findings suggest the following: 1. The test-taking strategy instruction should be integrated in the English curriculum. 2. Further research should be conducted on the effect of learning the test-taking strategies on other affective variables such as motivation to learn the English language and students' self-esteem.