Background & Aims: Emotion regulation is known as a key process in learning and academic performance, during which individuals try to identify, evaluate, and modulate their emotions. This psychological construct plays a decisive role in how students face academic challenges. According to Gross's theory, emotion regulation includes voluntary and involuntary strategies that affect the duration, intensity, and quality of emotional experience. Students who use adaptive emotion regulation strategies, such as positive appraisal and problem solving, usually have better academic performance and are better able to cope with educational stress. In contrast, maladaptive strategies, such as emotional suppression or avoidance, can lead to a decline in performance. The educational environment, and especially the way teachers manage the classroom, can provide a context in which students have the opportunity to develop emotion regulation skills. When teachers use collaborative and supportive classroom management methods, they help students better understand and manage their emotions. This, in turn, can affect academic motivation, persistence in learning, and even interpersonal relationships in the educational environment. The ability to manage and control emotions plays a vital role in students’ academic success. This process, known as emotion regulation, involves identifying, understanding, and moderating emotional reactions in educational situations. Research shows that students who use adaptive strategies, such as positive reframing or problem-solving, tend to perform better in the academic environment. The classroom environment and the teacher’s management style can significantly affect this ability. When teachers use interactive and supportive methods, they help students better cope with emotional challenges. This not only affects the quality of learning, but also reduces academic stress and increases motivation. In contrast, rigid and inflexible learning environments may lead to the use of maladaptive strategies such as denial or avoidance. Therefore, it is particularly important to pay attention to the role of teachers in creating an environment that helps develop emotion regulation skills. Classroom management refers to a set of strategies and methods that teachers use to create an orderly, collaborative, and conducive learning environment. This concept goes beyond maintaining discipline and includes designing educational activities, establishing positive relationships with students, and facilitating the learning process. Various theories such as Doyle's interactional model and Glasser's humanistic approach emphasize the importance of effective communication and students' psychological needs in classroom management. Effective classroom management can have a profound impact on students' emotion regulation. According to cognitive-emotional theories, an educational environment that provides clear structure, emotional support, and opportunities for active participation helps students better regulate their emotions. For example, when professors use participatory teaching methods, students' anxiety levels decrease and their sense of belonging and self-efficacy increase. On the other hand, classroom management that is inflexible and controlling may lead to increased stress and decreased student motivation. Research shows that management methods based on punishment or strictness often lead to the use of maladaptive emotion regulation strategies such as suppression or avoidance. Therefore, the purpose of this study was to investigate the relationship between classroom management and emotion regulation of students at Farhangian University of Kermanshah. Methods: The present study is an applied study in terms of purpose and a descriptive correlational study in terms of method, which was conducted to investigate the effect of classroom management training on emotion regulation of 1401 incoming students at Farhangian University of Kermanshah. In this study, Garnevsky and Garaij's (2001) questionnaire was used to measure emotion regulation, and Martin et al. 's (2008) classroom management style questionnaire was used for classroom management. SPSS-22 software was used to analyze all statistical data. Results: The findings show that since the significance level of the variables of emotion regulation and classroom management of teachers is smaller than the predicted error value, the relationship between the variables is statistically significant, and since the calculated correlation coefficient is 0. 477, it can be concluded with a 95% confidence level that there is a direct and significant relationship between emotion regulation and classroom management of teachers,that is, with increasing classroom management of teachers, emotion regulation increases and vice versa. Conclusion: The findings of this study indicate the existence of a significant relationship between classroom management practices of teachers and the ability to regulate students' emotions, which is consistent with the results of previous studies. These findings confirm that the quality of teacher-student interactions plays a decisive role in the development of students' emotional skills. The results of this study, like the aforementioned studies, indicate that when professors use management strategies that emphasize mutual respect, clarity of expectations, and emotional support, students are better able to regulate their emotions in educational situations. This alignment of findings suggests that improving classroom management skills in professors can be considered as an effective intervention strategy to promote students' mental health and academic performance. Such findings are especially important in teacher training settings such as Farhangian University, because these students will assume the role of teachers in the future and their emotion regulation skills will directly affect the quality of teaching and learning for students.