Currently, many educational institutions seek a more well-developed virtual testing environment via a camera system. For example, these camera arrangements allow universities to remotely proctor exams, improve accessibility by facilitating online programs, and let academic instruction continue during the pandemic. With these advantages, monitoring systems continue to exist as an academic necessity, which led to the start of various studies on its effects to the public. However, there remain integrity concerns in typical web camera arrangements like the front-facing camera due to their restricted viewing angle. One alternative approach is to use a profile (side-view) camera arrangement, which captures the user’s head, torso, hands, and testing environment. During the exploratory phase, researchers aimed to identify how profile cameras could be deployed in a classroom setting when they used a profile camera versus a front-facing camera during an online proctoring session. This work is ongoing; in the next phase, researchers will continue to explore camera modes during testing for more insight into student perceptions of virtual assessments using cameras. In this research project, we will focus on the question, how does student test anxiety differ based on use of a profile camera in comparison to a front-facing camera during a remotely proctored exam? To gather information on student anxiety, we will ask student participants taking exams using a profile camera arrangement to provide feedback through surveys with questions before and after the exam, regarding, e.g., (i) how often they suffer elevated test anxiety; (ii) their perceptions of front-facing and profile camera systems; and (iii) their preferred assessment arrangement. The surveys will allow us to analyze how students perceive different camera approaches based on their prior experiences. We will seek participants from the Artificial Intelligence for Computer Games (CAP4053) class in the Spring 2021 semester, which will use a profile camera arrangement for exams. Prior to the beginning of the investigation, students will be given the option to participate in this study. Participants will complete a pre-exam and post-exam survey. The surveys will include free-response prompts about (i) challenges the students may have faced during the examination; (ii) interruptions from the proctoring service and/or the delay in response from the testing browser; (iii) positive and negative feedback from the profile camera exam such as comforts or stressors they may note; and (iv) additional features they would like to see during remotely proctored examinations. Researchers will analyze prompt responses via qualitative coding and thematic analysis to characterize student experiences, perceptions, and preferences. This study will help to establish a foundation for future work regarding student anxiety in remotely proctored exams. The work will aid researchers and instructors in comprehending student anxiety and behavior during remote examinations and will help improve student experiences by advancing understanding of technologies used for online testing.