We discuss how children’s executive functions (EFs) and self-regulation (SR) contribute to coping by supporting positive adaptation in contexts of stress and adversity. We first describe literature linking EFs and SR to the most frequently studied child coping strategies, noting commonalities and identifying empirical gaps. Next, we synthesize how EFs and SR relate to adaptation in adverse contexts, which we conceptualize as reflecting successful coping. We highlight studies in which EFs and SR moderate and mediate the effects of adversity on developmental outcomes and discuss needed research extensions to address coping strategies and behaviors. In the final section, we raise future directions for studying EFs and SRs in the context of coping, including (1) improved assessments; (2) a reconceptualization of what is adaptive and maladaptive; (3) an understanding of promotive aspects of adversity; (4) examinations of dyadic, family, classroom, and communal co-regulation processes that affect and co-produce individual-level processes; and (5) the identification of processes that promote coping-relevant EFs and SR. We underscore the need for scholarship about EFs, SR, and coping beyond Western, Educated, Industrialized, Rich, and Democratic (WEIRD) contexts to reflect the diverse cultures, experiences, stressors, and resources children experience globally.