The purpose of this study is to analyze the impacts an intervention has on the emotional awareness and self-regulation skills of students with disabilities. Previous research has examined one or more of the components of emotional awareness, self0regulation,social emotional learning (SEL) programs, and students with disabilities; but none have examined all four of the components in conjunction with each other. This research was able to inspect all of these components through a mixed-methods study which implemented an intervention for eight weeks. The intervention consisted of instructing the student on recognizing, understanding, labeling, expressing, and regulating emotions, as well as learning new regulation tools and strategies. Data was collected before and after the intervention took place through the Levels of Emotional Awareness Scale - Child (LEAS-c), a questionnaire, and an emotional identification activity. Results showed after the intervention, the students' emotional awareness, emotional range, and self-regulation skills increased. This study shows the significance an intervention can have on students with disabilities and how their emotional awareness and self-regulation can improve, which contributes to their overall well-being.