Introduction: The study investigated pre-examination anxiety and emotional control strategies as possible mediators of gender differences in self reported intensity and type of psychosomatic reactions to examination stress. Method: Sample comprised 150 male and 150 female high school senior students and university students who voluntarily participated in the survey. Questionnaires measured the intensity and the type of psychosomatic reactions to examination stress (Psychosomatic Reaction Inventory), pre-examination anxiety level (State-Trait Anxiety Inventory) and the application of emotional self-control strategies (An Emotional Self-Control Strategies Questionnaire). Results: Pre-examination anxiety level was positively correlated with self reported intensity of psychosomatic reactions to examination stress, F(2,29) = 34.23; p less than 0.001. Female students experienced higher pre-test anxiety level, stronger psychosomatic reactions to examination stress, t (298) = 6.24; p less than 0.001, as well as a greater range of those reactions. High pre-examination anxiety in female students was shown to be a factor meditating their experience of more intense psychosomatic reactions to examination stress, F(2, 297) = 19.46; p less than 0.001. Conclusions: There was no moderating influence of application of certain emotional self-control strategies by each gender on self reported intensity of psychosomatic reactions to examination stress. (Contains 5 tables.)