High school graduates with language deficits often have poor emotion regulation (ER), enter the workforce unprepared to meet the emotional demands, and experience workforce outcomes that lead to a poor quality of life. Speech-language pathologists (SLPs) teach ER, but little is known about ER-targeted speech-language therapy (ERSLT) for high schoolers with mild-to-moderate language impairments and ER deficits (MMLI/ER). This study was designed to explore SLPs' views and decisions about providing ER-SLT to improve career readiness and employability for students with MMLI/ER. Several studies, the evidence-based practice (EBP) model, and a thematic analysis approach informed this integrative interpretive description design and methodology. Dual analyses of interview data from seven experienced SLPs revealed views that SLPs can, should, and do provide ER-SLT to prepare students with MMLI/ER for future employment. SLPs reported integrating ER-SLT using standard language goals to best leverage their human capital. SLPs' ER-SLT paradigm included innovative and traditional language therapy that emphasized ER and executive functions through realistic scenarios, modeling, scripts, role-play, incidental teaching, and other EBPs. SLPs' views and decisions reflected EBPs influenced by (a) personhood, humanistic, and solution-focused themes; and (b) a strong reliance on SLPs' own expertise, experience, and preferences. Results from this study may inspire future research and contribute to positive social change through the development of advanced ER-SLT and other educational practices designed to increase the career readiness, employability, and quality of life for young adults with MMLI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]