First introduced by Frances Raucher, The Mozart Effect is the idea that there is a transient impact of music listening on spatial-temporal processing. Researchers have found considerable merit to investigate the phenomena. The field has moved beyond the original claims of the Mozart Effect, with the arousal-mood hypothesis as one dominant interpretation. The hypothesis postulates that a modest increase in performance while listening to pleasant, energetic music is understood as a transient consequence of changes in mood and arousal. Therefore, the "Mozart Effect" can influence learning outcomes. The aim of this study is to examine the effect of music through the arousal-and-mood hypothesis by using the Stroop task. Subjects were randomly assigned to three conditions Mozart (positive), rock (negative), or no music (control). While working on the Stroop task, participants in all three conditions were assessed with an accuracy score. The results showed that both positively and negatively arousing music enhanced test scores. My study showed that both classical music and rock music had an effect in my experiment. Further studies should be explored if the enhanced cognitive ability can be used for therapeutic purposes.