The purpose of the present study was to compare the effectiveness of cognitive emotion regulation strategies training in comparison with emotional behavioral regulation strategies training in reducing the test anxiety level of teacher-students of Farhangian University. The research design of this study was true experiment. The statistical population included all the undergraduate teacher-students of Farhangian University of Tehran province, a sample of 400 people voluntarily answered the research questionnaire online. The criterion for entering the research was an exam score above 20 (severe exam anxiety); Based on this, 80 people were separated from these people. The criterion for leaving the study were absence of more than two sessions during the training period and failure to answer more than 5 questions of the questionnaire. Finally, 36 people were voluntarily selected to cooperate in the research and after random assignment in the groups, these people were invited to carry out the training. In the experimental groups, in 10 sessions of 150 minutes. There were 23 girls (63.88%) and 13 boys (36.11%). In order to collect data, Sarason's test anxiety questionnaire was used. Covariance analysis was used to analyze the collected data. The results of this research indicated that the test anxiety level of participants in both CER and BER groups had been decreased in the post-test and follow-up phase compared to the pre-test phase. In addition, training on the cognitive emotion regulation strategies in the result stage has a greater reduction compared to training on behavioral emotion regulation strategies