Objective: The research aim was to investigate the effectiveness of emotion regulation training in improving the self-perception and assertiveness of students with learning disabilities. Method: The research method was quasi-experimental with pretest, posttest, and control group. Statistical population consisted of students with learning disabilities who referred by the schools to the Center for Learning Disabilities of Ahvaz in 2019 school year. Of them, 30 Children were selected by available sampling method and assigned in the experimental (n=15) and control (n=15) groups. To collect the data, Self percepption Profile for Children (Harter, 1985) and Assertiveness Scales (Thompson & Berenbaumm, 2011) were used. For the experimental group, emotion regulation training was executed for 8 weekly sessions (90 minutes) whereas the control group did not receive any training. Results: The results of univariate covariance analysis showed that by controlling the effect of the pretest between the scores of the posttest, there was a significant difference between the variables of self-perception and assertiveness (P<0. 001) the two groups. Conclusion: Such emotion regulation training can be used as an effective intervention method to improve the selfperception and assertiveness of students with learning disabilities.