Metacognition, thinking about one’s own thinking, is a key cognitive ability. It allows humans to control and restructure their own thoughts and it plays a crucial role in learning and problem solving. Metacognition is especially important during the stages of problem solving: realization that there is a problem, definition of goals, mental representation of the problem, decision on overall strategy, information collection, prediction of further developments, planning and evaluation of possible solutions, decision making, monitoring problem solving, action, and evaluation of outcome. Academic emotions have always been interpreted as text anxiety. However, students experience a rich diversity of emotions in academic settings (Pekrun, Goetz, and Titz, 2002) ranging from achievement emotions, pride to anxiety and boredom. It appears that test anxiety has continued attract many researchers, whereas many other achievement related emotions have received less attention. Pekrun and et al (2002, p.92) believe that students experience a rich diversity of emotions in academic settings. Academic learning and achievement are among the most important topics across the life span in our society today, especially because educational and professional careers, social relations, and the allocation of many kinds of resources are largely dependent on individual achievement. Regarding the relationship between the metacognitive strategy use and academic emotions, this study was conducted in Iran, India, Holland and Portugal (two European and two Asian countries) among 77 teacher trainees to see whether there is a correlation between metacognition and academic emotions.This study investigates the following questions. Do people from different cultures differ in their use of metacognition? Does the metacognitive strategy use show any correlations with academic emotions? The results show that there are indeed cross-cultural similarities and differences in academic emotions and metacognitions.