The ability to search, process, extract, evaluate and integrate information for learning purposes has clearly become the basic skills of the twenty first century. Although this process is often taken as a cognitive process, research has shown a strong connection between emotion and cognition. Recent research has suggested that positive emotions can influence the way cognitive material is organized and processed. This study examined the relationship between students' emotional states prior to task engagement to their problem-solving patterns. Results revealed that students with positive emotions, compared to the negative and mixed emotion groups, were characterized as regulatory problem-solvers who were more engaged in self-regulatory activities. Students with negative emotions were characterized by less variety of search activities as well as little or no regulatory activities.