The effects of 3 volume levels of continuous white noise on a cognitive task were investigated in a single-factor, multilevel design. Fifty-four undergraduates individually completed a math quiz containing 20 sixth-grade-level arithmetic problems while being exposed to no noise, medium-volume noise, or high-volume noise. No significant differences were noted in the time it took each noise group to complete the math problems. However, the medium-noise group made almost twice as many errors as the no-noise group and more errors than the high-noise group. Increases in noise volume did not cause respective increases in completion times or in number of errors made on the task as expected. There were no significant sex differences in performance.