Over the past twenty years extensive research has been conducted on emotional intelligence and its correlation to effective leadership. The initial studies were in large part related to the business sector. However, in recent years, more emphasis has been placed on its impact in the field of education. Emotional intelligence is the ability to recognize and understand emotions in ones self and others, and the ability to use that awareness to manage behavior and relationships (Bradberry & Greaves 2009). Emotions are an integral part of a teacher's job and have an impact on teacher effectiveness, behavior, cognition, and motivation (Sutton & Wheatley, 2003) as well as on children's behavior (Emmer, 1994). Additionally, Harris (2006) contends that the complex web of social relationships--with peers, adults in school, and family members, experienced by students has a much greater influence on student behavior than researchers previously assumed. If teachers are to fully meet the needs of diverse learners, they must be skilled at creating and sustaining relationships as well as healthy classroom environments. According to Martin & Sugarman (1993), classroom management refers to practices implemented by teachers to create positive classroom climates where effective teaching and learning can occur. Marzano, Marzano, and Pickering (2003), further state that good teacher-student relationships are important to effective classroom management, and research supports the belief that good student-teacher relationships enhance learning. Disruptive behavior is a particular problem in classrooms of economically disadvantaged students (Kellam, Ling, Merisca, Brown, & Ialongo, 1998). Schools are designated as Title I based on the number of economically disadvantaged students receiving free or reduced lunch. Section 1001 of the United States Department of Education policies states that the purpose of this designation is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. Disruptive classroom behavior is a significant reason why teachers leave the profession (Ingersoll & Smith 2003). Moreover, the inability of teachers to effectively manage classroom behavior often contributes to the low achievement of at-risk students and to their excessive referrals for special education (Donovan & Cross, 2002; Harrell, Leavell, van Tassel, & McKee, 2004). Studies have shown that family income correlates significantly with children's academic success, especially during the preschool, kindergarten, and primary years (van Ijzendoorn, Vereijken, Bakermans-Kranenburg, & Riksen-Walraven, 2004). Additionally, Klebanov and Brooks-Gunn (2006) and Sapolsky (2005) contend that poverty and its risk factors are damaging to the physical, socioemotional, and cognitive well being of children and their families. In order for students to achieve positive educational outcomes, a proactive rather than reactive approach must be implemented. The purpose of this study was to examine the presence of emotional intelligence, classroom management styles, and the relationship between emotional intelligence and classroom management styles with selected 3rd grade teachers in Title I Elementary Schools, as well as the implications that these relationships had on student achievement. The results of this research provided data that can be used to enhance professional development for both novice and experienced teachers geared towards improving student behavior and increasing student achievement. Additionally, this study advances current efforts to retain highly qualified educators in the teaching profession. This study addressed two research questions: 1. What is the presence of emotional intelligence in 3rd grade teachers in Title I elementary schools? 2. What is the presence of classroom management styles of 3rd grade teachers in Title I elementary schools? Additionally, this study examined seven hypotheses: 1. There is no significant relationship between the self-awareness component of emotional intelligence and classroom management styles. 2. There is no significant relationship between the self-management component of emotional intelligence and classroom management styles. 3. There is no significant relationship between the social awareness component of emotional intelligence and classroom management styles. 4. There is no significant relationship between the relationship management component of emotional intelligence and classroom management styles. 5. There is no significant relationship between the overall level of emotional intelligence and classroom management styles. 6. There is no significant relationship between reading test scores and classroom management styles. 7. There is no significant relationship between mathematics test scores and classroom management styles. The target population for this study included 25 3rd grade teachers from Title I elementary schools in a large urban district in the southwestern region of North Carolina. The Emotional Intelligence Appraisall® instrument determined the emotional intelligence of the participants and The Classroom Management Profile investigated their classroom management styles. In addition, the North Carolina End-Of-Grade Reading and Math state standardized test results of participating teachers were reviewed and disaggregated to determine implications on student achievement. Correlational research was conducted, and data analyzed using frequency tables and descriptive statistics. [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.]