Self-regulation is an important skill for children that is comprised of sensory, emotional, and behavioral components (Shonkoff & Phillips, 2000). The COVID-19 pandemic has created new challenges for school based occupational therapists striving to support their students in self-regulation. Many schools operated under virtual learning or hybrid learning formats with students frequently experiencing changes in routines. The purpose of program development was to promote self-regulation skills in elementary school students within both traditional and hybrid learning formats. Program development and implementation occurred within 3 elementary schools over a span of 14 weeks. Students participated in hybrid learning from weeks 1-8 and completed in-person learning from weeks 9-13. The program developer planned and implemented 4 groups to support students in developing self-regulation skills with tools incorporated from The Zones of Regulation®. Students in 1 group met completely virtually while students in the other 3 groups met in person. Students checked in and out of each session listing their emotional state or “zone.” The program developer recorded each student’s emotional state to determine if each student was able to self-regulate within the session. The results varied in each group. Students responded positively when creating a graphic organizer of preferred regulation strategies, participating in sensory stations, and play-based activities that promoted self-regulation. School-based occupational therapists should collaborate with staff and parents to provide students with meaningful, occupation-based routines to build self-regulation skills.