Mental health is an important determinant of an individual's functioning in everyday life. According to the literature, mental health is influenced by factors such as emotional regulation and job satisfaction. Difficulties in emotional regulation negatively affect how employees respond to workplace events, leading to stress and lower well-being. The aim of this research was to examine the relationship between emotional regulation difficulties, emotional regulation strategies (cognitive reappraisal and suppression of emotional experience), kindergarten teacher's job satisfaction and length of service with emotional, psychological, and social well-being as indicators of teacher's mental health. Also, the contribution of the mentioned variables in explaining the variance of the emotional, social, and psychological wellbeing of educators was examined. Overall, 437 educators participated in the research. The results showed a significant negative correlation of emotional regulation difficulties and a significant positive correlation of cognitive reappraisal and teacher’s job satisfaction with mental health indicators. Teachers with more difficulties in emotional regulation estimate their emotional, social and psychological well-being as lower, while teachers who use cognitive reappraisal when regulating emotions and who are more satisfied with their job report higher emotional, social and psychological well-being. Those teachers who have a longer working experience report higher results of emotional and social well-being, however, length of working experience is not significantly related to psychological well-being. Hierarchical regression analyzes were used to examine the contribution of the above variables in explaining the variance of mental health indicators. Teachers who had more difficulties in emotional regulation and who used the strategy of suppressing emotional experience reported lower emotional, social, and psychological well-being. Those teachers who use cognitive reappraisal as an emotional regulation strategy and who are more satisfied with their work report higher emotional, social, and psychological well-being. This research indicates the importance of emotion regulation, the use of adequate emotional regulation strategies and job satisfaction in explaining the emotional, social, and psychological well-being of kindergarten teachers.