This study was originally planned to examine the effects of a story-based cognitive behavior modification procedure specifically designed to help the fifth grade elementary school students to manage their anxiety before they attend a nation-wide secondary school entrance examination. The examination was cancelled after the children attended. This naturally occurred treatment was included in the study and the effect of the cancellation on the maintenance of the treatment outcome was also investigated. Twenty subjects (10 girls, 10 boys) were selected out of a total of 144 fifth grade children who would attend the exam, on the basis of the Turkish version of Test Anxiety Inventory and, assigned to treatment and control groups. The results showed that the story based cognitive behavior modification procedure was more effective than no treatment in reducing the subjects' test anxiety and the effect was maintained after cancellation of the first and three days prior to the second examination. The results also demonstrated that the effectiveness of the procedure was superior in modifying the emotionality component of test anxiety and this effectiveness continued after the cancellation of the examination.