The purpose of this study was to investigate the role of adaptive/maladaptive cognitive emotion regulation strategies in the prediction of cognitive test anxiety among university students. The study employed the descriptive survey method. The sample of the study comprised of 150 (130 females, 20 males, Mean age = 19.8 years, SD = 0.89) fourth year undergraduate students attending Faculty of Specific Education in Cairo University for the academic year 2017/2018. The study utilized questionnaires and instruments to measure psychosocial adaptive/maladaptive cognitive emotion regulation strategies, and cognitive test anxiety. The correlation coefficient results revealed significant positive relationship between cognitive test anxiety and self-blame (r = 0.532), blaming others (r = 0.281), rumination (r = 0.412) and catastrophizing (r = 0.565) while the correlation coefficients were negative for acceptance (r = -0.387), refocus on planning (r = -0.356), positive refocusing (r = -0.323), positive reappraisal (r = -0.344), and putting into perspective (r = -0.289). Multiple regression was performed where relative contribution of the independent variables to the prediction were observed. Findings were discussed and conclusion was included.