Abstract: The study centred on the Development and Validation of Chemistry Test Anxiety Scale CTAS). Four research questions guided the study. The research design adopted for the study was instrumentation. The researchers developed an instrument titled “Chemistry Test Anxiety Scale (CTAS) consisting of 115 items. Multi-stage sampling procedure (simple random sampling and non-proportionate stratified random sampling) were used to obtain a sample of 600 students from a population of 24,000 Senior Secondary School two (SS II) students from public schools in Abia State. Data were analysed using Pearson product moment statistics, Cronbach alpha reliability technique and confirmatory factor analysis via SPSS. The CTAS yielded favourable results with regards to factor structure, internal consistency and sub- scale total correlation. The CTAS is adequately explained by three factors. Analysis of the internal consistency reliability of the CTAS yielded coefficients of 0.929 using Cronbach Alpha. The sub-scale total correlation of the CTAS yielded coefficients of 0.887, 0.520 and 0.350, all statistically significant at 0.05 alpha levels. Based on the findings it was recommended among others that Government and educational bodies should provide science equipment in schools to enhance teaching and learning of chemistry so as to discourage rote learning of materials which is one of the major causes of anxiety in sciences.