Abstract: This study explored the impact of proctored testing on the test performance and test anxiety of students enrolled in distance learning mathematics courses. A comparison of survey and test results from students enrolled in College Algebra and Business Calculus distance learning courses (n = 263) indicated students performed significantly better and experienced significantly less test anxiety in unproctored test environments. The study findings indicate proctored testing on high stakes examinations could ensure academic integrity. While distance learning is becoming more prevalent in higher education there are still institutional challenges. Seeking pathways that ensure academic integrity could positively impact the perceptions surrounding online courses as a valid course delivery method.