Learners all around the world face the challenge to demonstrate their knowledge in exams, which many of them experience as threatening and anxiety-evoking. As a result, test anxiety and its cognitive-affective dimensions can be considered as a transcultural phenomenon. This chapter is a narrative review of cross-cultural test anxiety research, which to date has mostly been guided by a comparative, etic approach. An overview of current empirical findings on test anxiety from a psychological perspective is provided. Corresponding measurement instruments have been developed, some of them are available in validated translations into numerous languages. Digitalized testing and testing in foreign languages have gained importance more recently. Findings on potential cultural influences on the manifestations of and coping with test anxiety at different levels are discussed. An important question is the extent to which societies differ in terms of the interpersonal orientation of their members and whether associated differences, for instance in personality-related variables, may have an influence on the level of test anxiety. Context variables, e.g., how an examination is designed, can also be culturally shaped at an institutional level, which may in turn influence the anxiety levels of learners. The latter is gaining in importance against the backdrop of increasing international mobility. In essence, it may be concluded that it is crucial for test anxiety research to adopt an emic perspective on culture to examine culturally specific influences on an individual, inter-individual, institutional, and societal level.