This research was an attempt to investigate the relationship among EFL teachers’ two emotion regulation (ER) strategies, i.e. Cognitive Reappraisal and Expressive Suppression, and their anxiety, ER strategies and teachers' empathy, and also to find the relationship between students’ perception of teachers’ emotions and teachers’ self-report of their ER strategies. The participants of this study were 250 university EFL teachers and 500 university students. Teachers were chosen purposefully from a number of state and Islamic Azad universities including: University of Isfahan, Isfahan University of Technology, Isfahan University of Medical Science, Sheikh Bahaei University, Shiraz University, Jahrom University, Islamic Azad Universities of Najafabad, and Khorasgan, and Students were selected according to their availability from the whole population of each teacher's classes. To collect data four questionnaires were used including, Emotion Regulation Strategy Questionnaire (Gross and John, 2003), Teaching Anxiety Scale (Parsons, 1973), and Toronto Empathy Questionnaire (Spreng, 2009) which were administered to teachers, also students' perception of teacher's emotions (Jiang, 2016) was used for students, and an open-ended Teachers’ Emotion Regulation Strategy by Sutton (2004) was utilized for semi-structure interview. In order to analyze the data, Pearson Correlation, confirmatory factor analysis, composite reliability, and deductive template approach were used.According to the results, there was a negative significant relationship between teachers’ CR and their anxiety level. Also, there was a positive significant relationship between teachers’ ES and their anxiety level. Furthermore, a positive significant relationship was revealed between teachers’ ES and their empathy level. Some differences were also found between teachers’ significant emotions and students’ perception of teachers’ emotions in that students perceived more positive emotions from their teachers. The findings of this study can help EFL teachers to have a good understanding of their emotions in classroom which may effect on students’ perception of their teachers’ emotions and students’ learning. This study can help teachers to promote regulating their emotions while they are empathetic or anxious in their classes. Keywords : Anxiety, empathy, emotion regulation, cognitive reappraisal, expressive suppression, perception, strategy