In this study, we used Gross’s (2015) emotional regulation model to examine teachers’ emotional regulation strategies and the relationship between this emotional regulation and the participation of students with ASD. The sample was selected using a non-probabilistic technique (convenience) with a total of 131 Cuban teachers from primary schools and preschools participating. The results revealed significant differences in the emotional regulation strategies used by teachers which were associated with teaching stage and specific ASD training, with primary school teachers and those who had ASD training obtaining better results. In addition, a significant relationship was found between teachers using cognitive reappraisal of emotions and the participation of students with ASD in school. Practical implications, teacher training programs and lines of future research are discussed.