The purpose of this study was to investigate the impact of emotional learning, which applied children’s picture books to the emotional understanding and emotion regulation of 5- and 6-year-old students. A quasi-experimental design was employed to examine the effectiveness of different treatments on children’s emotional understanding and emotion regulation between treatment groups. The treatment groups were consisted of three kindergarten classrooms in the kindergarten of Siaogang elementary school, which is suited in Kaohsiung city. Three treatments conditions were randomly assigned to each treatment group: Experimental Group One was given children’s picture books related to emotions and extra activities related to the English alphabet; Experimental Group Two was given children’s picture books and extra activities related to emotions; and the control group was given children’s picture books related to animals and extra activities related to the English alphabet. Instruction assessments used in this study included the Emotion Recognition Questionnaire (ERQ), which measures children’s emotional understanding and the Emotion Regulation Checklist (ERC), which assesses children’s emotion regulation. The results of the ERQ showed that there are differences between treatment groups. The mean difference (posttest minus pretest) for Experimental Group Two was significantly higher than that for the control group. The results of ERC showed that a statistically significant difference arose among the three treatment groups. The mean difference (posttest minus pretest) for Experimental Groups One and Two was significantly higher than that for the control group. Discussions and suggestions related to findings were offered.