Taking tests can trigger multiple emotions. To regulate emotions we might experience during test-taking situations, strategies such as reappraisal and suppression are often used. This study aimed to investigate if college students' cultural values affect their emotion regulation in test-taking situations. The sample included 298 college students. Three variables were assessed in this study: students' cultural values, students' test-taking emotions, and students' emotion regulation in test-taking situations. Canonical correlation analyses revealed that students with strong European American values tended to use more cognitive-appraisal and task-focusing strategies but less regaining task-focusing strategies during test-taking situations. This study could inspire future researchers to conduct more cross-cultural research on investigating the effect of culture on students' emotion regulation in test-taking situations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]