This study aimed to examine the effect of test anxiety on the students' performance, especially their writing fluency. The statistics were used for one study group in the current study to investigate the relationship between test anxiety and writing fluency. The researcher randomly nominated twenty-five primary-stage students for the study (N = 25), utilizing various tools to collect data and to measure the impact of test anxiety on writing fluency. The study collected its data through the use of a writing fluency test, a writing fluency rubric, and a test anxiety scale. The data was quantitatively and qualitatively analyzed using the correlational design. The quantitative data was interpreted using the (SPSS) program, especially the descriptive statistics such as mean and standard deviation. While describing and comparing the students' results to find reasonable rationale during the qualitative analysis, the study findings confirmed that there is a reverse correlation between test anxiety and the primary stage students' writing fluency. In other words, there is a negative correlation between writing fluency and test anxiety.