Abstract: Test-taking can be a significant source of anxiety for learners, impacting their performance and overall educational experience, and effective test-taking strategies are essential for students to enhance their performance and manage anxiety during assessments. The present study explored the use of test-taking strategies, test anxiety, and the coping mechanisms employed by intermediate Iraqi EFL learners while taking English tests. For this purpose, six intermediate Iraqi EFL learners were selected and interviewed on their use of test- taking strategies, sources of test anxiety, and coping mechanisms. The interviews were recorded and transcribed verbatim and analyzed by constant comparative method. The findings revealed that rereading parts of a passage, guessing based on background knowledge, reading the options/questions before listening, formulating ideas and thoughts in Arabic and translating them into English, and organizing thoughts and ideas before starting to talk were the most frequently employed strategies when taking an English test. Furthermore, fear of low grades, losing concentration, lack of proper time management, praying, deep breathing, speaking, and writing were the seven themes obtained from the interviews about test anxiety and its influential factors. The study underscores the need for targeted support in developing effective test-taking strategies and coping mechanisms to help intermediate Iraqi EFL learners navigate test anxiety and improve their performance. The implications and limitations of the study are discussed as well.

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