Aim: This study examined the moderating role of emotion regulation strategies in the relationship between adult attachment styles and conflict management styles among teachers. The study was applied in purpose and used a quantitative, non-experimental, cross-sectional, descriptive-correlational design with a moderation framework. Method: The target population comprised upper secondary school teachers in Iran during the 2025–2026 academic year. The accessible population included teachers from 10 provinces: Isfahan, Kerman, Fars, Gilan, Mazandaran, Tehran, Semnan, Khorasan Razavi, Khuzestan, and East Azerbaijan. A total of 463 teachers were recruited through convenience sampling. Data were collected using the 12-item Experiences in Close Relationships Questionnaire (ECR-12), the Teacher Emotion Regulation Scale (TERS), and the Rahim Organizational Conflict Inventory–II (ROCI-II). Data were analyzed using confirmatory factor analysis, hierarchical multiple regression, and path analysis. Results: The overall set of interaction effects between attachment styles and emotion regulation strategies was significantly associated with conflict management styles. The moderating effect of emotion regulation was not uniform across outcomes. Interaction effects were significant in predicting the avoiding, compromising, and obliging styles, but not the integrating and dominating styles. Among the significant interactions, avoidant attachment × tension reduction showed the strongest effect in predicting the avoiding style. Conclusion: The interaction pattern indicated that the direction and magnitude of moderation depended on the specific attachment style, emotion regulation strategy, and conflict management outcome. These findings highlight the context-specific nature of emotion regulation in conflict. Given the cross-sectional and correlational design, the findings represent statistical associations and do not support causal interpretations.