Introduction: Emotion regulation during test sessions has an essential role in helping students to demonstrate their actual skills and knowledge. The aim of the present study was to develop a Persian version of the Emotional Regulation During Test-Taking Scale and assess its factor structure, reliability, and validity.Method: The Persian version of this scale was administrated to 350 participants. After item analysis, its reliability was assessed via internal consistency, item-total correlations and test-retest methods. In addition to evaluating the factor structure of the scale through exploratory factor analysis, its validity was investigated using correlations between subscales and the criterion validity.Results: After the removal of one item from the 38 items in the original scale, an acceptable internal consistency coefficient for the total scale (0.71) and its subscales (Cronbach’s alpha ranging from 0.55 to 0.80) was obtained. Item scores and the total scores of the corresponding subscales were significantly correlated (r ranging from 0.35 to 0.75). The test-retest correlation value ranged from 0.66 to 0.79, suggesting a stable scale. Principal Component Analysis with Varimax rotation supported the original eight factor model. The internal relations among the subscales were consistent with the theoretical model. Finally, the subscales’ correlational pattern with test anxiety scores indicated a good criterion validity of the scale.Conclusion: The Persian version of the emotional regulation during test-taking scale has a suitable factor structure, reliability, and validity in the Iranian society and is an appropriate tool for use in the educational, research, and clinical settings.