This study sought to explore the emotional intelligence of Form One mathematics and science teachers. The emotional intelligence of the teachers was determined using the Emotional Intelligence for Mathematics and Science Teachers (EIMST) survey instrument. It was adapted and adopted from related instruments and then pilot tested for validity and reliability. A total of three hundred and twenty five (325) Form One mathematics and science teachers from two districts in Selangor were involved in this survey method of data collection. Descriptive statistics in the form of frequency and percentage were computed for emotional intelligence. Inferential statistics such as the t-test was used to compare the emotional intelligence between mathematics and science teachers. The findings showed that there was no significant difference in the emotional intelligence between the mathematics and science teachers, though a higher mean value of emotional intelligence was noted for mathematics teachers compared to the science teachers. However, analysis based on the individual subscales of emotional intelligence showed that there was significant difference in emotional intelligence between mathematics teachers and science teachers for the subscale of regulation of emotion. The mathematics and science teachers ranked average in their emotional intelligence. As this research was carried after three years of the implementation of teaching of Form One mathematics and science in English, this could imply that they were still in the process of accepting the changes in the policy of teaching science and mathematics in English. (Contains 11 tables.)