Published in Advances in Health Sciences Education, this research study was a secondary analysis of narrative data of 34 junior doctors discussing situations in which they felt prepared or unprepared for practice. The analysis aimed to identify emotional regulation strategies and the point in the clinical situation at which they are narrated? The data indicates that 60% of narratives contained negative emotion, 21% contains emotional regulation, and 137 emotional regulation strategies were used for the situation. Although Gross’ theory of emotional regulation captures many of emotional regulation strategies used by junior doctors, the study identifies further ways in which this model can be adapted. The research advises that raising medical students’ awareness of emotional regulation strategies may help smooth the transition to practicing medicine.