The current study investigated the relationship between daily physical activity and emotion regulation in children with a Specific Learning Disorder (SLD) aged 8 to 12 years old. Eighteen children with SLD participating in the SPARK for Learning intervention were matched one-to-one on age and sex to children with SLD in the control group. Students completed self-report measures on emotion regulation and emotion regulation strategies. Overall, results indicated no significant differences in emotion regulation solely based on the SPARK for Learning intervention. For total emotion regulation and the expressive suppression strategy, significant interactions were found across time and group suggesting that the SPARK for Learning intervention impacted students differentially across time. Results of this study suggest that additional research should focus on the SPARK for Learning program to determine what other factors daily physical activity influences.