Parenting in itself encompasses a highly responsible and demanding role, especially when it comes to parents of children with atypical development. Numerous factors influence the regulation of emotions that arise in interactions with others, and in addition to the child's temperament and other characteristics it is important to highlight the psyc hophysical state of the parents and parental self regulation. The aim of this study is to present the results of the evaluation and the process of the "Here I Am, With Myself" workshop series on the topic of emotional regulation for parents and children at Center for Education and Training Slava Raškaj Zagreb. The program included parents of children with developmental disabilities who were enrolled in the preschool age education and psychosocial rehabilitation program. Questionnaires were created for the p urpose of research, which parents filled out before, during, and after the program. The purpose was to determine if there were significant differences in knowledge and skills related to the concept of temperament, self regulation, and co regulation skills before and after the program. The results showed that after the program, parents reported better recognition of the connection between temperament characteristics and their own and their child's behavior in everyday situations. It was also shown that paren ts more frequently used breathing techniques for self regulation than they did before the program, and there was a statistically significant difference in relation to the variable related to knowledge about soothing an upset child and recognizing the steps for regulating a child. The obtained results indicate components of the program that need improvement and effective components of the program, which can be used as guidelines for further program development.