The aim of this research was to analyze the self-regulatory processes in teachers during online classes as a result of the COVID-19 pandemic, in terms of their description, relationship with age, and differences between the different processes. A quantitative approach and cross-sectional descriptive-correlational design was used. The participants were 84 high school teachers of Special Education whose average age was 30 years old. The Teacher Self-Regulation Scale (Capa-Aydin et al., 2009), which was validated in the target sample, was used. The results revealed that, during the COVID-19 pandemic, teachers consider the characteristics of their students to plan, they participate in classes with enthusiasm, their goal is to improve student learning, they self-manage time, and they evaluate whether they have achieved their objectives or not. In addition, there is a correlation between age and emotional control and help-seeking. And the third result shows differences according to sex in the Self-instruction dimension. In conclusion, it was demonstrated that the self-regulatory processes of the secondary education teachers of the Specialty of Differential Education during the pandemic have been deployed in their teaching practice, as well as the sociodemographic variables, both sex and age, are significant in the explanation of the levels of self-regulation.