In recent years second language researchers have examined particular learner traits, such as cognitive style, to ascertain their relationship to progress in learning another language. This paper explores the influence of one student characteristic, field dependent‐independent cognitive style, on second language test performance, especially as it relates to performance on the integrative type of measure known as the cloze test.Approximately 250 college students enrolled in a first semester Spanish course formed the sample group for this correlational study. Students were administered the Group Embedded Figures Test of field dependence‐independence (FD/I) along with several measures of linguistic, communicative, and integrative competence. The results showed student FI to be related consistently in a positive albeit modest fashion to second language test performance. Most notable was the correlation between student FI and cloze test performance (r= .43, p.<.001). The relationship was less marked on other measures such as final course grade (r = .21, p.<.001). This suggests there may be a cognitive style bias operating in conjunction with cloze test performance. That is, such measures may call forth cognitive restructuring abilities more readily available to more field independent individuals. In turn, it implies the need to use some caution when employing or interpreting cloze tests for placement or achievement purpo