The aim of this study was to examine the correlation between emotional regulation and behavioral problems among children in the fourth grade of elementary school. It was assumed that greater emotional regulation is associated with less behavioral problems and improved school success while less emotional regulation results in greater behavioral problems and poorer school success. 169 students completed questionnaires examining emotional regulation and control (Takšić, 2003) and a student self-assessment questionnaire (Bouillet and Pavin Ivanec, 2013). By looking at the results of emotional regulation and control we can conclude that students sometimes have problems with emotional control and regulation, especially if negative emotions are associated with them. From self-assessment of student behavior, the results show that most students consider their behavior to be appropriate and that they do not feel unapproachable by peers, resulting in a conclusion that behavioral problems are not expressed. Behavioral problems have shown more problems with externalized behavior for boys. Appropriate behavior is the only significant predictor of school success while there is no difference in school success between boys and girls.