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Students experience various types of emotions throughout the school day. This study aims to identify the types and frequency of emotions experienced by remedial education student and to explore the factors influencing their emotions. The study employs a mixed-methods approach, incorporating both quantitative and qualitative methods. A total of six 9-year-old remedial education student were selected through purposive sampling. The instruments used in this study are questionnaires and interviews. Data were collected through questionnaires and semi-structured interviews. Quantitative data were analyzed descriptively, while interview data were analyzed thematically. The findings of the study indicate that the types of emotions experienced by special remedial students include happiness, sadness, fear, surprise, and anger. Happiness is the dominant emotion among these students, with the frequency of happiness being the highest compared to other emotions experienced. The findings suggest that remedial education student tend to experience happiness throughout the school day. The factors influencing the emotions of primary school special remedial students include learning activities, teacher support, peer support, and family support. This study has implications for remedial education teachers to better understand the emotions experienced by their students and to assist teachers in planning activities that can enhance happiness among remedial education student at school.