Objective: The present research studies the relationship between goal orientation and learning strategies with test anxiety. Method:  120 high school students with vision loss (80 boys and 40 girls), were selected through convenience sampling. For goal orientation, the questionnaire draw up by Middleton and Midgley, for learning strategies, MSLQ and for test anxiety, Sarason test anxiety questionnaire were used. Results: Analysis of variance and multiple regressions indicated that learning strategies, gender, mastery and avoidance goal orientations are able to predict test anxiety but functional goal orientation is not able to predict test anxiety. The findings also showed a significant difference (P<0.05) in test anxiety between girl and boy students. Conclusion: Some clinical implications have been discussed.