This independent project set out to determine Early Years and Key-Stage One teachers’ perception about the learning and development of self-regulation and executive function. Through questionnaires, semi-structured interviews with Early Years and Key-Stage 1 teachers along with document analysis and field notes, an understanding was formed. The research found that, although SR was developed within both Early Years and Key-Stage 1 classrooms, those with experience of teaching in Early Years, either currently or previously, had a better understanding of self-regulation. The research, therefore, concluded that teachers need more training on how SR can be developed within the Early Years and Primary National curricula.