The university students with higher levels of test anxiety have been shown to have lower cognitive and meta-cognitive performances and therefore they act weakly on their examinations and tests. According to the role played by meta-cognitive variable in anxiety and the importance which is considered for the test anxiety in the university students’ performance and based on the findings which are contradictory in some of the stances, there is a necessity to perform more researches on this field of study. Thus, the current study aims at the survey of the relationship between the meta-cognitive self-regulation with the test anxiety in Urmia medical sciences university students. In the present descriptive-analytical study, 482 Urmia medical sciences university students have been selected based on a random method and they were asked to participate in completing questionnaires in 2016. The information required for the present study were collected by taking advantage of a three-part questionnaire, the first part of which was related to the demographic characteristics, the second part pertained to Pintrich’s meta-cognitive self-regulation questionnaire and the third part also contained questions in connection with the test anxiety questionnaire designed, as well, by Pintrich et al. The data gathered based on the above process were analyzed by making use of SPSS ver.19, descriptive statistics, Pierson correlation test and the independent t-test. In the present study, the participating university students’ average age was 21.70 ± 2.91 and 298 individuals from the total number of the participants were male. The relationship between gender with any of the test anxiety and meta-cognitive self-regulation variables was not found statistically relevant and significant. The relationship between the age and the meta-cognitive self-regulation was shown to be statistically significant but the relationship between the age and test anxiety was not found to be statistically significant. The developmental self-regulation mean score among the university students was 58.33 ± 11.22 and the test anxiety mean score was calculated to be 22.69 ± 6.36. The results of the analyses performed via making use of Pierson correlation tests indicated that the relationship between developmental self-regulation and test anxiety is statistically significant. The results obtained in the present study indicated that the relationship between the developmental self-regulation and the test anxiety in the university students is statistically significant, thus it is suggested that in order for the university students to be able to gain control over their learning process they are required to be taught with cognitive and meta-cognitive strategies.