The present research was conducted to explore the relationship between dysfunctional attitude and performance anxiety in Iranian and Pakistani students, and also to see the interaction effect of gender and culture on dysfunctional attitude and performance anxiety in both samples. For this purpose, a total sample of 1500 students was taken (based on equal number from Iran and Pakistan) with an age range between 20-40 years. The data were collected from two public universities of Iran (Isfahan & Kashan) and Pakistan (University of the Punjab and Government College University). The dysfunctional attitude of the participants was assessed through Dysfunctional Attitude Scale (DAS, Weissman & Beck, 1980). Participants‟ anxiety was assessed through State-Trait Anxiety Inventory (STAI-Y1-Y2; Spielberger, 1983). An Exploratory Factor Analyses was run to explore the dimensions of Dysfunctional Attitude Scale (Form-A). Pearson Product Moment Correlation Coefficient was employed to assess the relationship between dysfunctional attitude and performance anxiety. Regression analysis was used to determine the predictors of anxiety in students. The two way ANOVA was used to explore the interaction effect of gender and culture on dysfunctional attitude and state-trait anxiety. Process Analysis was used to assess the moderate relationship between dysfunctional attitudes and state-trait anxiety. The results of Exploratory Factor Analysis yielded four factor solutions, based on 40 items of DAS-A which reflected themes of Perfectionism (Fifteen items), Approval (Twelve items), Achievement (seven items) and Autonomy (six items). The findings showed significant positive relationship between dysfunctional attitude and state-trait anxiety in Iranian and Pakistani university students. The findings also revealed that trait anxiety and state anxiety were significantly related with each other. The findings xx showed non-significant main effect of gender, but a significant main effect of culture on dysfunctional attitudes of perfectionism and achievement. In Iranian students, state anxiety was predicted by marital status, having an unsatisfactory relationship with parents, and dysfunctional attitudes of perfectionism and achievement, while trait anxiety was predicted by marital status, employment status, having an unsatisfactory relationship with parents and dysfunctional attitudes: perfectionism and achievement. In Pakistani sample, state anxiety was predicted by marital status, employment status, having an unsatisfactory relationship with parents, and dysfunctional attitude of perfectionism, while trait anxiety was predicted by gender, marital status, employment status, having an unsatisfactory relationship with parents, and dysfunctional attitudes of perfectionism. However, in combined sample (both Pakistani and Iranian), variables such as gender, single marital status, unsatisfactory relationship with parents, and dysfunctional attitudes of perfectionism and achievement emerged as significant predictors of trait anxiety. Moreover, culture, marital status, unsatisfactory relationship with parents, and dysfunctional attitudes of perfectionism and achievement predicted state anxiety in combined sample. Moderation analysis showed that culture moderated the relationship between perfectionism, achievement and state-trait anxiety in student population. Findings of the study revealed important implications for both researchers and clinicians; who use shortened version of Dysfunctional Attitude Scale (DAS-A) to identify common dysfunctional attitudes across two cultural groups and to provide them effective therapeutic intervention to overcome performance anxiety.