The purpose of this paper was to investigate the effects of the affiliative cues of teachers and the test anxiety of children on the task performance. Two undergraduate students were trained for two different types of teacher role: either using level of high affiliative or low affiliative cues. They were then requested to give the instruction regarding the answering of the Cording Test for WISC-R in the four classes of second graders. The two instructors interchanged their positions. The results confirmed that children taught under high affiliative condition performed higher than those under low affiliative condition, either found high or low in test anxiety. The attitude scale which was completed after the task indicated that the children under high affiliative condition showed higher positive attitude toward their learning task and their teacher as opposed to those under a low affiliative condition.