<p>A learner is affected by an array of elements and factors, one of which is recognized as anxiety. Despite the growing interest in performance related anxiety, little is known on how creative-specific anxieties such as drawing anxiety affects the creative performance of visual arts students especially in Sub-Saharan Africa such as Ghana and even more so at the senior high school level. Guided by the premise that creative specific anxieties can influence cognitive and creative processes, the study used a quantitative and cross-sectional survey design to examine the relationship between drawing anxiety and creative performance amongst senior high school visual art students. A total of 245 participants, selected using convenience sampling technique, completed self-report scales to measure these factors. Data was collected on drawing anxiety using an adapted version of the Modified Abbreviated Math Anxiety scale (mAMAS), while creative performance was estimated with participants’ cumulative scores from drawing activities assessed using a standardized rubric. Findings revealed a statistically significant negative relation between drawing anxiety and creative performance, indicating that higher levels of drawing anxiety could be associated with lower levels of creative performance, underscoring the importance of recognizing emotional factors and elements in visual art education to support learner’s creative expression. The findings emphasize the need for and consideration of tailored strategies to minimise the disruptive effects of anxiety on student’s creative performance.</p>