The purpose of this study was to determine the nature of the relationship between the emotional intelligence of the school principal and the school as a learning organization. These constructs originated in the business world and have recently been examined within the context of education. Studies on principal emotional intelligence have shown the impact on practice and operations. Studies within the business community have shown that a leader with higher emotional intelligence can stimulate greater productivity. Studies of companies that operate as learning organizations have shown that entities that establish mechanisms to acquire, transmit, and store knowledge are able to expand their capacity and experiment with alternative ways of operating. Goleman's construct of emotional intelligence served as the independent variable. Garvin, Edmonson, and Gino's construct of the learning organization served as the dependent variable. Fifteen schools agreed to participate in the study, fourteen of which were secured through a convenience sampling. Ninety teachers responded with usable data in the form of two surveys: the Emotional and Social Competency Inventory (3.0) and the Learning Organization Survey. Twelve research questions guided this study. Three step-wise multiple linear regressions were executed. The variance attributed to principal emotional intelligence in relation to the three dimensions of the school as a learning organization (Supportive Learning Environment; Concrete Learning Process and Practices; Leadership that Reinforces Learning) was 62%, 36% and 41%, all significant at p less than 0.05. The regressions revealed that two of the dimensions of EI, self-awareness and relationship management, contributed statistical significance in all three dimension of the learning organization. Self-management and social awareness also contributed variance in Supportive Learning Environment and Leadership that Reinforces Learning but not for Concrete Learning Processes and Practices. The emotional and social competencies that comprise all four dimensions of emotional intelligence accounted for statistical significance in the degree to which a principal cultivated a learning organization. This knowledge should be incorporated into future professional development opportunities for practicing administrators as well as pre-service programs for future administrators. For example, schools of education that train future leaders in a K-12 setting should incorporate material on emotional intelligence into coursework. Moreover, school districts should arrange for training opportunities that enable principals to assess their own emotional intelligence and learn strategies that enable problem-solving and strong interpersonal skills. [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.]