Emotional regulation, as the ability to manage and control one's emotional states, allows individuals to better manage stress and reduce the risk of professional burnout. Developing and applying emotional regulation strategies can significantly improve the quality of life and professional efficiency of preschool teachers. The aim this study was to examine the relationship between emotional regulation strategies, the experience of stress, and professional burnout among preschool teachers. Additionally, it sought to explore whether there are differences in the experience of stress and professional burnout considering the size of the place of residence as well as correlations of these variables with the length of work experience. The research was conducted by distributing online questionnaire, involving 201 preschool teachers from Croatian kindergartens. Of the total number, 99.5% of the respondents were female, 57% of them was middle aged (between 31 and 50 years). For the purpose of assessing the experience of stress, the Preschool Teacher Stress Assessment Scale (Živčić-Bećirević & Smojver-Ažić, 2005) was used. To examine emotional regulation strategies, the Emotional Regulation Questionnaire-ERQ (Gračanin & Kardum, 2020) was applied. The MBI-ES Professional Burnout Scale (Maslach & Jackson, 1986; adapted by Domović et al., 2010; adjusted for preeschool teachers by Halavuk, 2016) was used for assessing professional burnout. No difference was found in the experience of stress, nor in professional burnout among preschool teachers living in smaller or larger towns (below and above 10,000 inhabitants). A significant negative correlation was found between the length of work experience and perceived stress in all assessed aspects of the preschool teacher's job, as well as a significant negative correlation between the length of work experience and emotional exhaustion and depersonalization. A significant positive relationship was found between cognitive reappraisal and personal (professional) achievement, and the experience of stress in all examined aspects of the preschool teacher's job. Furthermore, a significant positive correlation was found between emotional suppression and emotional exhaustion and depersonalization, but also a significant positive correlation between emotional suppression and stress perception in all examined aspects of the preschool teacher's job.These findings suggest that by considering stress perception, the use of effective stress coping strategies, and the development of skills to strengthen mental health, individuals can protect themselves from stressful situations.