In the last ten years, education reform in this country has led to keen emphasis on student achievement at every level. Since then, many research studies have been dedicated to closing the student achievement gap through the examination of teacher training & development. Research has also incited awareness in the value of "emotional intelligence" (EI) inclusion into teacher preparation programs. This qualitative study explored the post training perceptions and learning outcomes of 12 secondary school teachers within a city school district, specifically concerning the incorporation of EI in their training program and their utilization of it in the classroom. The data findings of this single case-instrumental case study indicated an overall positive perception of EI infused training. The following four overarching themes emerged from the analysis of the qualitative interviews: EI: education of educators, cultural norms collide with EI, the EI effect, and system of support. Additionally, the underlying issues embedded within these aforementioned themes such as disparities in teacher education content regarding EI, relationship between EI and teacher motivation, professional learning communities: culture of collaboration and overcoming ethnocentrism are also deliberated. Finally, this research exploration provided recommendations for future research and explicated ways to enhance the content and delivery of future teacher training; thus adding a unique dimension to the body of knowledge on this topic. [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.]