Тhe article illustrates issues of perspective Music-learning theory teachers’ professional education and analyzes issues of the emotional self-regulation development during their professional vocal education, investigates the specifics of student’s adaptation to the emotional conditions of the public performance. Development of the individual’s cognitive potential is closely related with its emotional aspect development. The sensual cognition underlies the mental cognition of reality. Emotions play considerable role in the educational motivation formation: it serves as an incentive and activating function which is becoming the stimulus for energy action. Development of emotional self-regulation is the important aspect in the professional education of perspective Music-learning theory teacher. However emotions often can prevent successful musical education and upbringing processes ongoing. Excessive excitement, anxiety do not allow to develop on full the potential of music-learning theory specialty students and prevents the successful presenting of their own creative activity product. Excessive emotional excitement can cause the impulsiveness of behavior, losing focus on what is going on, the contravention of analysis, learning of academic information and the process of perception thrust. Emotional self-regulation skills formation must be an important component in the professional education of perspective music-learning theory pedagogue. Among the structure of the musical-theory learning theory student’s self-regulation are the following four components: self-esteem, self-control, self-correction, self-encourage. Methodical demonstration of personal musical performing skills on public as a must for students of music-theory learning specialties during the process of their professional education contributes to forming of the emotional self-regulation skills and keeping of self-control in stressful conditions during the public performance. The newfound skills of emotional self-regulation which were achieved during the concert performance practice, presentations to the Examination Board, perspective pedagogue can successfully transmit to the situations of pedagogical issues solutions during teaching of music-theory learning in the musical school.