Previous relationship education research has focused on investigating healthy relationships at the couple level, with limited research conducted on individual‐oriented relationship education programs for economically disadvantaged individuals. More specifically, there is a lack of research on how individual‐oriented relationship education programs contribute to changes in unique attributes of individuals who enroll in these programs and who would benefit most from relationship education programs. The primary aim of this study is to understand the stability of economically disadvantaged individuals' psychological distress and emotion regulation over two time points, comparing individuals randomly assigned to the relationship intervention using Prevention and Relationship Education's (PREP) Within My Reach (WMR) versus those assigned to a wait‐list control. Using a sample of 1129 economically disadvantaged individuals enrolled in the study, results indicated that the three‐class model for psychological distress and emotion regulation was the most appropriate for the latent transition analysis. Treatment group participants were more likely to transition to more adaptive models than their wait‐list control counterparts, although a small percentage of participants did transition to a less adaptive model. Implications, future directions, and limitations are discussed.