The thesis of coping behavior in stressful situations is reviewed in the article. The level of stress and anxiety, the dynamics ofthis situation for a young person before and after thetest, types of anxiety and its relation to the repertoire of students’ coping behavior strategies is analyzed. The total sample studied is 57 students - psychologists, including 26 third-year students and 27 - a fifth-year students. This study was conducted at the State University of Mukachevo in three stages: before the session, during the session after session. The following questionnaires were used: "Scale of personal anxiety" M.Pryhozhanand assessment of coping strategies by C. Carver. The obtained results indicate high stress of the test situation, regardless of the course. Most respondents perceive test situation as stressful, the one that pushes the person to react with anxiety. Observations show that the normalization of students emotional state is associated with the completion of exams, with the end of the impact of the stressor. The research results obtained during the session, show that higher rates of anxiety show the fifth’ year students. They illustrate the degree of subjective and social significance of their qualification tests. After completion of the exam period the reduction in exam anxiety of both fifth and third-year students is observed, indicating the situational type of examination anxiety. With age, the level of test-stress is not reducing because older students are more likely to see in the examination situation a special threat to self-esteem and implementation of claims. The results suggest that before test-session as main coping strategies for the third year students come active coping, social support search, planning, and for the fifth-year students - an appeal to religion, focus on emotions, positive interpretation and personal growth. During the session, the students of the third and fifth courses used almost the same strategies as before tests. After the exam period students chose different behavioral strategies than before or during exam time, students consider the situation through personal growth or examine it in a more favorable light. It was found that students with high anxiety often use emotional coping strategies associated with a decrease in self-esteem, deterioration of adaptation to diseases, and high levels of psychological maturity. Students with high self-worth and self-esteem cause high use of cognitive coping strategies. All of the above suggests that stressful situations in student’s life for highly anxious people can become a factor of anxiety as a personal quality. Students with low anxiety are more focused on success, because their social stress is reinforced in personal relationships that require activity, and the desire to meet the expectations of the others. The desire to succeed is a manifestation of the actual needs of these students, because it is associated with interpersonal anxiety. Noteworthy is that the fear of the knowledge test for these people is personally meaningful, one that reveals their social competence and therefore associated with fear not to meet the expectations of others and maintain self-esteem etc.