This study aimed to examine the effects of self-regulation skills on the social-emotional well-being and psychological resilience of preschool children. The sample consisted of 254 preschool children from the Western Black Sea Region of T & uuml;rkiye. Validated scales were employed to assess children's self-regulation skills, socialemotional well-being, and psychological resilience. Advanced statistical analyses, including correlation and multiple regression, were utilized to explore the relationships among these fundamental developmental constructs. Results revealed that preschool children demonstrated high levels of social-emotional well-being, psychological resilience, and self-regulation skills. Notably, a strong positive correlation was found among these variables. The sub-dimensions of self-regulation specifically inhibitory control related to emotions and behaviors emerged as significant predictors of both social-emotional well-being and psychological resilience. It underscores the critical role of self-regulation skills in early childhood development and highlights the potential of evidencebased, targeted interventions aimed at fostering children's social-emotional development and psychological adaptability.