Kavanagh, Harvey, and Mesagno (2017) have found a positive correlation between Social Anxiety Disorder (SAD) and test anxiety. Further, much literature has found an association between SAD and negative evaluative biases.  Maoz et al. (2016), Gutiérrez-García and Calvo (2014), as well as Heuer et al. (2010) found that those individuals with SAD were more likely than those not affected by SAD to negatively evaluate ambiguous facial expressions. However, the research of Philippot and Douilliez (2005) as well as the work of Schofield, Coles, and Gibb (2007) both found no evidence supporting the position that individuals with SAD are more inclined to negatively interpret facial expressions.  Based on these past studies, this current study seeks to expand the existing literature by exploring whether a negative evaluative bias related to test anxiety impacts the perceived approachability of an instructor. Participants in the present investigation, 220 undergraduate students from the University of Memphis, will complete a modified WestSide Test Anxiety Scale, followed by the Emotional Faces Assessment. The assessments will be administered online where the participants will interpret models demonstrating ambiguous or subtle emotions and asked to rate the approachability of each pictured instructor. A Pearson correlation between students’ test anxiety scores and their approachability ratings will be computed.  Students with higher levels of test anxiety are expected to rate the instructor as less approachable. This study is important because it will determine whether a student’s negative interpretation of ambiguous or subtle cues will relate to how they interact with an instructor during an exam. This can contribute to an understanding of how to aid students with test anxiety.