Teachers’ emotions and emotion regulation strategies play a crucial role in their learning during teacher education and their later work in the classroom. Most research focus on intra- or interindividual emotion regulation. The aim of this study is to identify distinct subgroups of intra- and interindividual emotion regulation strategies of student teachers (n = 178) conducting latent profile analysis. Furthermore, it is assumed that grit is a predictor of emotion regulation profile membership. Results show three latent profiles (profile 1: low frequent use of emotion regulation strategies, moderate use of a small set of emotion regulation strategies; profile 2: moderate use of a small set of emotion regulation; profile 3: very frequent use of multiple emotion regulation strategies, especially interindividual emotion regulation). Grit subscales are linked to individuals’ emotion regulation patterns. Results are discussed in the context of teacher education.