This research paper analyzes the strategies that translation students of a Peruvian university use to regulate their emotions. The results show the most common scenarios: getting lower grades than expected, the lack of confidence in their conceptual and thematic background, aspects of the course methodology, and their relationships with their professors and classmates. The students’ process starts with the use of maladaptive strategies, such as rumination and self-blame. However, students continue their process and then use adaptive strategies to fulfill their goals, such as refocusing on their planning.