The article explores Bangladeshi university students’ Mathematics test anxiety using a quantitative survey. It analyses the general level of Mathematics test anxiety of the students and the gender and course effect on this anxiety level. Data were gathered from around 700 university Mathematics students in Bangladesh and analyzed using descriptive statistics. Findings reveal the participants are somehow anxious about mathematics tests, although gender or course type does not impact it. The conclusion calls for common awareness of students, teachers, and parents to reduce its effects on learning and performance.