Background/purpose: Emotion regulation (ER) is a crucial psychological process that enables individuals to manage and respond effectively to emotional experiences. Among university students, difficulties in ER are often linked to increased vulnerability to psychological distress. This study aimed to investigate gender differences in ER and to assess the effectiveness of a dialectical behavior therapy (DBT) intervention in enhancing ER among university students. Materials/methods: A validated Arabic version of an established Emotion Regulation Questionnaire (ERQ) (developed by Gross & John, 2003) was employed, alongside the development and application of a DBT-based program. The study employed both a descriptive and quasi-experimental design, featuring a control group and an experimental group. Participants of an experimental sample were selected from a population of 515 students (252 males and 263 females) at King Khalid University. Results: The study found no notable gender differences in emotion regulation. However, students who participated in the DBT-based intervention demonstrated significant improvements in their emotion regulation skills. Conclusion: The findings support the effectiveness of DBT-based interventions in enhancing ER among university students. These results highlight the importance of integrating structured psychological programs into higher education settings to promote emotional well-being and resilience.