The findings of the present study suggest that anxiety, to some extent, influences the learning of focusing, tracking and vergence. Curiosity, on the other hand, did not influence the learning of any of the visual skills under investigation in the present study. Good visual skills are essential components in achieving educational, economic and social success, and independence. A need has been identified to determine whether the visual skills of students can be improved through sports vision exercises, and whether the potential benefits derived from these sports vision exercises could be influenced by emotional states such as anxiety and curiosity. Since little research has been conducted on the relationship between the learning of visual skills and the presence of these two emotional states, one needs to determine the extent to which anxiety and curiosity affect the learning of visual skills. For the purposes of this study, a quantitative research methodology was used. A quasi-experimental approach was employed to collect data on visual skills and the effects of sports vision exercises on these visual skills. The sample consisted of second-year physiology students (n = 204) and included students of genders, various ethnicities, and ages ranging from 18 to 27 years of age. Anxiety and curiosity were measured by using the State-Trait Personality Inventory (STPI), whilst the visual skills of the participants were measured by using a battery of visual skills tests. The results proved that sports vision exercises can improve some visual skills. It should, however, be noted that anxiety levels must be controlled when administering this training. The findings of the present study suggest that anxiety, to some extent, negatively influences the learning of focusing, tracking and vergence. Curiosity on the other hand did not influence the learning of any of the visual skills under investigation in the present study.