This study introduces the Framework for Leveraging Self-Regulation for Success in the Teaching Profession, examining how English language teachers in Bosnia and Herzegovina utilize self-regulation to bridge the gaps between largely absent national norms, immediate realities, and personal professional standards. The framework comprises seven mechanisms: Experience, Identity, Emotion Regulation, Reflection, Experimentation, Collegial Input, and Results. Each mechanism can be employed in both aided and unaided forms of self-regulation. When utilized, these mechanisms manifest as roles that determine whether a teacher identifies with the aspired, balanced, or unwanted professional self. The framework offers a taxonomy of self-roles, starting with the premise that, compared to unaided self-regulation, aided self-regulation is more likely to facilitate the equilibrium between teachers and the systems in which they teach. The results show that the teachers rely on all seven mechanisms and are at risk of regularly depleting their self-regulatory reserves. The study concludes with recommendations for Bosnian education system authorities to consider.