The emotions that language teachers feel and display have a profound impact on their professional practice and well-being. Fortunately, teachers can exert power over their emotions by employing emotion regulation strategies, actions that are taken to modify the strength, length, valence, and symptoms of emotions. In this workshop, I present three reflective activities that help teachers to understand their regulation habits and to increase their repertoire of regulation strategies. Since emotion regulation is informed by personal histories, the first activity will target the attendees’ emotion regulation beliefs. Here, participants will reflect on the emotions they wish to display in the classroom and the reasons underlying these wishes. In the second activity, the attendees will be presented with Gross’s (2014) process framework of emotion regulation and asked to consider how their regulation habits conform to this framework. In the third activity, the attendees will reflect on an emotional issue in their classroom and will be shown how to proactively build their strategy repertoire. Overall, the attendees will leave with a more comprehensive understanding of emotion regulation, a greater appreciation for their regulation habits, and numerous paths forward to help them manage future classroom stressors.