This exploratory case study examined how graduate students' understanding about their own emotions and regulatory patterns influenced their ability to co-regulate young children's emotions. The study also explored the effectiveness of creating a learning context in which the students could learn the value of self-reflection and thoughtful inquiry into their own professional practices. Preliminary findings suggested that inquiry-based education and self-reflection enabled the students to recognize their own emotions and become better at regulating their emotions and co-regulating the children's emotions. (Contains 1 table.)