The purpose of the present study was to investigate the relationship between emotional intelligence and academic success in middle school students with learning disabilities. Emotional Intelligence (EI) was measured using the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-i: YV). The results of the BarOn EQ-i: YV was then compared to various measure of academic success. Results showed that students who scored Average to Above Average on a measure of emotional intelligence scored significantly higher on language arts grades The student's level of EI demonstrated several relationships with their academic success. Students who met with academic success reported better stress management techniques, and students who are never tardy to school report better interpersonal skills, and increased mood. Students who earned zero or one disciplinary demerits reported better mood then their peers who had more disciplinary demerits. Females did not demonstrate a higher level of EI and there proved to be no relationship between type of SLD and EI. The findings of the study add to the research that EI plays a role in the academic success 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.]