In today’s stressful academic environments, university students frequently face emotional challenges that impact their learning engagement and well-being. This study explores emotional regulation and stress management strategies among Mongolian university students by integrating theoretical perspectives and empirical data. Drawing on Gross’s Process Model of Emotion Regulation and Zimmerman’s Self-Regulated Learning model, the research examines how stress triggers, self-regulation strategies, and perceptions of teacher support influence emotional balance in classrooms. A survey of 46 students was conducted, analyzing descriptive statistics, reliability coefficients, correlation patterns, and open-ended responses. Results indicated moderate-to-high stress levels, moderate usage of emotional regulation strategies, and high perceptions of teacher support. Weak negative correlations were observed between stress and emotion regulation practices. The findings underscore the need for systematic emotional training and enhanced teacher support to foster emotionally secure learning environments. This study contributes to the growing field of academic emotional regulation research and provides practical recommendations for university education improvement.