The purpose of this study is to examine the relationship between emotion regulation and academic difficulties among 367 Jordanian first grade students. Two measurements were applied: The Conners Comprehensive Behaviour Rating Scales and the Emotion Regulation Checklist. The study results revealed a statistically significant inverse correlation between male and female first grade students' academic difficulties and their ability to regulate emotions. The weaker the ability of first grade students to organize their emotions, the greater the likelihood of facing academic difficulties. The results also indicated the presence of apparent differences in the correlation coefficients attributed to gender in favour of male students, as emotion regulation impacted academic difficulties in male students to a higher degree than the impact in female students. Finally, the results suggested a predictive relationship between students' emotion regulation skills and level of academic difficulties.