Classroom climate has an impact on students, and the teacher is the biggest contributing factor in how that climate is created. Teachers are expected to design a classroom climate that is positive and conducive to learning, fostered through meaningful interactions between and among the teacher and students. While positive classroom climate is essential for students, it is complex and difficult to achieve because of a multitude of variables that can go unseen. This research examined the relationship between classroom climate and emotional intelligence of 11 fourth-grade teachers in Garden School District. The mixed methods study includes quantitative data from both the district-wide school climate survey and the teacher emotional intelligence inventory. Additionally, interviews with both the teachers and the principals served to contextualize those findings. The findings of this study demonstrate that there is a relationship between teacher emotional intelligence and classroom climate in the subject classrooms. The competencies found in Goleman's "Theory of Emotional Intelligence" are strongly woven into the classroom climate. Based on the data collected, recommendations are made for the district to continue its work on improving classroom climate by promoting emotional intelligence understanding and development for teachers and students which includes providing opportunities for students to have voice and choice in their learning. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]