When developing counseling and social skill interventions, school psychologists often wonder how to evaluate the relationships between students’ classroom behaviors and their understandings of their emotions. This study of children’s thinking about their emotions, their emotional understanding, investigated how children understand the influence of their emotions on their learning. It was the first empirical study to ask how children’s emotional understandings are related to three common referral issues: classroom behavior, control of emotional expression, and use of coping skills. Participants were 63 third-, sixth-, and ninth-grade students who answered clinical interview questions about their awareness of emotions, causal reasoning for emotions, influence of emotions on learning, and regulation of emotions. It was found that overall emotional understanding predicted teacher ratings of overall classroom behavior, emotional control, and use of active coping strategies. Results also replicated a positive relation between age and emotional understanding.