In her critique of emotional intelligence (EI) theory and research, Waterhouse (2006) makes several claims. First, she argues that there are "many conflicting constructs of EI," implying that it cannot be a valid concept given this multiplicity of views. Second, she cites some research and opinion suggesting that "EI has not been differentiated from personality plus IQ." Third, she states that "the claim that EI determines real-world success has not been validated." Finally, she proposes that research on brain function proves that there cannot be a "unitary EI." Based on this critique, she argues that EI competencies should not be taught in the schools. This article addresses each of these criticisms and shows that there now is much more empirical support for EI theory than Waterhouse suggested in her article.