Test anxiety is a condition in which people experience extreme stress, anxiety, and discomfort during and/or before taking a test.  This study was conducted to determine the relationship between family functioning, self-esteem, and test anxiety. The research method was descriptive, correlational. The population of the study comprised the entire pre-university students in East Azerbaijan Province in academic year 2015-2016. For the purpose of sampling, random multi-stage cluster sampling method was used and 750 students were selected. The instrumentation included Rosenberg Self-Esteem Scale, Test Anxiety Inventory as well as the Family Functioning Scale. The data were analyzed using Pearson correlation and simultaneous regression analysis. Results showed that dimensions of family functioning (affective responsiveness, affective involvement, behavioral control, and problem solving) and self-esteem were negatively correlated with students’ test anxiety. Findings revealed that the family functioning components such as expectations, family support, family condition, the way students are treated, students’ confidence in their own abilities, and self-esteem influence students’ anxiety.