The current study was an exploratory study to investigate the relationship between emotional intelligence and IQ scores in a research sample of students with learning disabilities. Emotional intelligence (EI) may provide information about non-intellective factors in the achievement and adjustment of students with learning disabilities. The Emotional Skills Assessment Process (ESAP) and the Wechsler Intelligence Scales (WISC-III) were used to quantify emotional intelligence and IQ. Evaluating the relationship between emotional intelligence (experiential) and IQ was the major focus of the proposed study. The findings of the study identified key emotional intelligence skills that are essential to the academic achievement and personal development of students with learning disabilities. The findings of the study showed there was no statistically significant relationship between total EI scores and IQ using a Pearson correlation. When using the Pearson correlation to determine a relationship between the 13 EI subtests of the ESAP and IQ there was no statistically significant relationship. These findings suggest that emotional intelligence as measured by the ESAP and IQ are two separate constructs. There was one ANOVA performed to investigate the difference between males and females on the EI assessment. When the ANOVA was performed for gender and EI there was no statistically significant difference. In the current study there were no statistically significant findings in Verbal, Performance, and Full Scale IQ when compared to emotional intelligence. These findings suggest that emotional intelligence skills as measured by the ESAP and IQ are two different theoretical constructs. Special education personnel, counselors, and teachers may fend important uses of EI in designing educational interventions for students with learning disabilities. A value of the study could be that educators could use emotional intelligence to enhance academic and career performance of students with learning disabilities. [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.]