Hierarchical linear modeling (HLM) techniques were used to explore the role of teacher affect in the effect of temperament on emotion regulation among adolescents. Emotion Regulation Questionnaire (ERQ) and Early Adolescent Temperament Questionnaire-Revised (EATQ-R) were administered among 1385 students from grade 7 through grade 12 and Teacher Affect Questionnaire (TAQ) among 36 head teachers in China. Results showed that different dimensions of temperament had different effects on emotion regulation, and different aspects of teacher affect exerted different modulations on the process of the influence of temperament for emotion regulation. These results mean that in the process of affect teaching, teachers should take different strategies of affect teaching for students of different temperaments to promote the development of students’ emotion regulation. 注：因接到编委会通知需要500字长摘要，而长摘要无法上传，只好放在文章中，该处只是短摘要。