Most Americans will experience a form of trauma before adulthood, resulting in hindered learning and emotional regulation. The purpose of this quantitative, correlational-predictive study was to examine if and to what extent the two facets of Emotional Regulation, Cognitive Reappraisal and Expressive Suppression, considered collectively, and individually within standard regression model, significantly predict the Well-being of online undergraduate learners in the United States. Emotion regulation theory and PERMA theory of well-being supported this research. The research questions predicted a correlation exists between the emotion regulation ability and well-being in online undergraduate learners. The sample of 84 online undergraduate learners completed two questionnaires, Emotion Regulation Questionnaire, and the PERMA Profiler. The findings of a standard multiple linear regression indicated that the two facets of Emotional Regulation, Cognitive Reappraisal and Expressive Suppression considered together significantly predict the Well-being of online undergraduate learners in the United States, adjusted R[superscript 2] = 0.611, F(2, 81) = 66.209, p < 0.001. The model accounted for 61.1% of the variance in learners' overall well-being. Both predictors considered individually within the model were statistically significant: Cognitive Reappraisal was a significant direct (positive) predictor of overall Well-being: [beta] = 0.597, t = 6.75, p < 0.001, whereas Expressive Suppression was a significant inverse (negative) predictor of online undergraduate learners' overall Well-being: [beta] = -0.260, t = -2.93, p = 0.004. These findings point to the need to strengthen online undergraduate learners' emotional regulation as a means to enhance their well-being. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]