This study explored how kindergarten ESL teachers in Japan make use of emotion regulation strategies, as proposed by Gross, in their work. Four teachers at a single dispatch company in Sendai, Miyagi Prefecture were interviewed via Skype about the emotion regulation strategies they used in the workplace. Interviews were recorded, transcribed, and coded, with special attention given to the cognitive processes involved in emotion regulation. Analysis revealed prominent themes common among teachers, as well as individual variation, though all teachers employed a process corresponding to Gross' modal model. Implications for practitioners and suggestions for further research follow.